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N^" '^ 



History of Education 



From the GreeKs to the 
Present Time 



By 



John H. JacKson 



Ex-President of the KentucKy Normal and Industrial 

Institute; also Ex-President of Lincoln 

Institute, Jefferson City, Missouri 



SECOND EDITION 



Denver 

Western Newspaper Union 

1905 



Dedication 



To my sons, Ethelbert, Arthur, Atwood and Earl, who 
passed into the Great Beyond before they had an oppor- 
unity to speaK for themselves, this booKis affectionately 
dedicated by THE AUTHOR. 



Motto: Multum in Parvo. 



—6— 



Preface 



D 



HIS booK has been prepared especially for the 
ambitious teacher, the progressive minister 
the hopeful editor, the diligent student, and 
the general reader. 

The desig^n of the author is to give, in an epitomized 
form, the history of education from the earliest times 
to the present, and thus save the reader valuable time 
and much labor, as well as to direct the student prop- 
erly in more thorough and detailed research. 

This booK will embrace a period of more than 2,000 
years of educational growth, and will be treated of under 
the following captions: (1) The GreeKs, (2) The Romans, 
(3) The Middle Ages, (4) The Renaissance, (5) Education in 
Europe, (6) Education in the United States, (7) Education 
Among the Negro Race. 

While the worK is not intended to be in any sense ex- 
haustive, yet the author has endeavored to set forth 
clearly the salient points in the world's educational 
progress. 

It is the earnest desire of the author that those who 
read this booK may be benefited, if not instructed, by a 
careful perusal of its pages. 



—7- 



Table of Contents 



('hai)ter I. Ediuatioii Amon^' the (Ireeks 

Ta^e IT 

Some' Definitions of Education— Plato— Aris- 
totle— Socrates. 

(^lapter TI. Education Aiiioni; the Tloiuaiis 

Taiie 4() 

Numa— Cicero— Quintillian. 

(1iai)ter TIT. Education in the :\riddle Ages 

Page 71 

Charlemagne- Indifference of the Clergy- 
Scholasticism— Thomas Aquinas— System of 
Teaching— Character of Discipline— The Church 
Absolute in Education— Character of Pedagogy. 

Chapter IV. Education Durino the Renais- 
sauce • • ;^; ^\ 

The Blending of Christianity and Classical 
Literature— Dawn of the New Era— Groote— 
Erasmus— Ramus— Montaigne— Bacon— Come- 
nius— Melancthon— Luther— Sturm— Ascham 
— Ratich— The Jesuits— Port Royal Schools- 
Character of the System of Education. 

diapter V. Education in Europe l*at»e 103 

Age of Great Educators— Pestalozzi— Rous- 
seau's Emile— Comenius and Pestalozzi Com- 
pared—Reforms in Education— Froebel— Prin- 
ciples of the Kindergarten— Rosei^ranz—Jaco- 
tot— Dr. Arnold— Hughes— Hamilton— Payne- 
Spencer— Raikes— Difference Between Manual 
Training and Trade Schools. 



HISTORY OF EDUCATION. 

Chapter VI. Education in tlie United 

States Tajvc 135 

Character of Education During Colonial Times 
— Views of the Early Founders of the Repub- 
lic — Channing — Mann — Difference Between Eu- 
ropean and American Common School Sys- 
tems — The Puritans and the Cavaliers Con- 
trasted — Sir William Berkley — College of Wil- 
liam and Mary Founded — Harvard College — 
Popular Education in New England During 
Colonial Times — Federal Aid to Education — 
Education in the Several States. 

Chapter ^^ll. Ediieation in th(^ ITnited 

States PaiL^e 150 

The Growth of Education Among the Negro 
Population — Tables of Statistical Data — Benja- 
min Banneker — Booker T. Washington — Du 
Bois — Scarborough — Dunbar — Chestnut — Phyl- 
lis Wheatley — Fannie .Jackson Coppin — Anna 
J. Cooper — Educational Movements of Colored 
Women — Mary Church Terrell. 

Chapter YJII. Education Anions' tlie Xe^To 

Race ' Pao-e 182 

Wrong Conceptions of Education. 



Chaptc^r IX. rniversal Education an<l Uni- 
versal SuFfraoe Pa.t»v 191 

Home Training — Address of John H. Jackson. 

Chapter X. Coni;rei>ational Schools. Page 197 

Chapter XL Independent Schools. . .I^age 205 

Chapter Xll. State Schools Page 212 

—10— 



TABLE OF CONTENTS. 

Chapter XIII. A. M. E. Schools Page 223 

Chapter XIY. A. M. E. Zion Schools Page 242 
Chapter XV. C. M. E. Schools. .... .Page 245 

Chapter XYI. :\r. E. Schools Page 248 

Chapter XVII. Baptist Schools Page 254 

Chapter XVIII. Presbyterian Schools. . . . 

Page 268 

Chapter XIX. Episcopal Scliools. . .Page 274 
Biographical Sketclies of Xegro Educators 

Page 304 



—11— 



Introduction 



In treating of the History of Edn cation in 
the chronological order, as indicated in the 
preface, in the judgment of the author the sub- 
ject is made much more simple and compre- 
hensive to the average reader than if some 
other more arbitrary division had been selected. 

No special mention is made of the systems 
of education among the Egyptians, the 
Hebrews and the Chine.se, however important 
and useful their educational ideas and methods 
may have been to the world; but for the pur- 
pose of this book the author deems it sufficient 
to beain with the educational historv of the 
Greeks and the Romans, the two nations of 
antiquity that have done the most to mould and 
to influence the pedagogical thought of our own 
times. 

— X3— 



INTRODUCTION. 

During the Middle Ages, from the eighth to 
the fifteenth century, will be noted the remarka- 
ble decline in the spirit of educational growth 
from the high standard which had previoush^ 
obtained among the Greeks and the Romans. 

The views of some of tlie early fathers of the 
Church, and the apparent opposition of Chris- 
tianity as a retarding influence to the growth of 
educational sentiment in this age will also be 
mentioned. 

During the Renaissance, Avhicli embraces the 
period of Avhat is known as the New Era, or the 
Reformation, extending from the fifteenth 1o 
the seventeenth century, we shall witness a 
more rapid growth of educational sentiment 
under the revival of letters; and the pedagogical 
views held and methods of teaching advanced 
by some of the most distinguished educators 
will be noted. 

Tender modern times those systems of educa- 
tion, and many of those names in pedagogy will 
be UKMitioned, botli in Europe and America, 

—14— 



INTRODUCTION. 

that have been the lueaus of inauguratiug aud 
preserviuo Avhatever is best iu schemes of edu- 
cation for child training from past centuries, 
with those modifications Avhich are the out- 
groAvth of experience, and which have been so 
fruitful of good results among all civilized na- 
tions. 

A special cha])ter is devoted to the educa- 
tional growth of the Xegro race in the United 
States, abounding in figures and facts, useful 
for reference, which tell of the remarkable edu- 
cational advancement of this race, especially 
in the ex-slave states, during a little more than 
a third of a century. An account is given of 
the higher educational institutions of the col- 
ored race, including botli State and denomina- 
tional schools, in all sections of our country. 
Several of the most distinguished educators of 
tliis race, both men and women, are given, with 
brief biographical sketches of their lives, and 
an account of their worth to the world as edu- 
cators. _ 

—15— 



INTRODUCTION. 

The plau of the author has followed very 
closely the well-known German method of 
instruction and research. 

As far as possible, important pedagogical 
events are grouped about the name of that 
teacher Avhose potent personality has infused 
educational s])irit into his age, and lent a 
charm, by his example, to the generation in 
which he lived. 



-16— 



CHAPTER I. 

The History of Education Among the Greeks 
^-Som^ Definitions of Education — Plato — 
Aristotle — Socrates, 



The history of education is to be distin- 
guished from related branches of education. 

Pedagogics, or the science of education, aims 
to present the great truths of education, as seen 
in the school room, enters into the processes of 
mental growth, and is concerned with the best 
methods of accomplishing given results. 

The history of education is designed to show 
what has transpired among nations, along edu- 
cational lines, at certain important periods. 
For example, Ave should endeavor to know what 
ideas the Greeks, the Romans and other nations 
had upon education, as found in the records left 
to us by them. Such facts belong properly to 
the history of education. 

—17— 



HISTORY OF EDUCATION. 

The liistory of education Avill also deal with 
those systems of ediieatioii, and methods of in- 
struction, that have obtained in the remote past, 
and also with those that have come down to us 
throuo-h the centuries, Avith various moditica^ 
tions, until we reach the theory and practice of 
education now extant amon<^' the most enlight- 
ened nations of the world. 

As has been said in the ])r(d'ace of this vol- 
ume, the design of this book is to give bare out- 
lines on the history of education for a i)eiiod of 
nearly 2,300 years. Nothing exhaustive will be 
promised nor attem^jted. 

, If, in a cursory glance, we can give, in very 
general outlines, some idea, however faint, of 
the main trend of educational growth throuiih 
the centuries, Ave shall consider the effort not to 
have been in vain. 

In order to trace its growth through the cen- 
turies, it is important in tlie very beginning to 
get a proper conception of Avhat education in 

—18— 



AMONG THE GREEKS. 

as a means rather tliau as an end upon individu- 
als and nations. 

Plato defines education as follows: "Good 
education is that which gives to the body and to 
the soul all the perfection of which they are 
capable.- - 

Cicero used the word education to represent 
the earth as the nourisher and educator of all 
things. 

Tacitus confined the term to the nursing and 
training of one in infancy. 

Quintillian, probably the ablest educator 
among the Latins, applied the term to prepara- 
tory instruction. 

The founders of the most ])opular of modern 
systems of education, that of Prussia, define ed- 
ucation to be ''the harmonious and e(|uable evo- 
lution of the human powers." 

Bishop Temple expresses what education is, 
chiefiy as an end, in the following words: 

''It is the poAver Avhereby the ])resent ever 
gathers into itself the results of the past, and 

—19— 



HISTORY OF EDUCATION. 

transforms the Immau race into a colossal man 
whose life reaches from creation to the judg- 
ment day. The successive generations of men 
are days in this man's life. The discovery of 
inventions which characterized the different 
epochs of the world's history are his works. The 
creeds and doctrines, the opinions and princi- 
ples of the successive ages are all his thoughts. 
The state of society at different times forms his 
manners. He grows in knowledge, in self-con- 
trol, in visible size, just as we do, and his educa- 
tion is in the same way, and for the same rea- 
son, precisely similar to ours.'' 

Profoundly conscious of our inability to do 
justice to a subject so vast and so important as 
tliat of a history of education, we shall invite 
our readers to review for a few moments the 
growth (I was about to say the origin) of educa- 
tion among the Greeks. 

While it is true that broad conceptions of 
aims and processes in education are modern 
rather than ancient, and where properly under- 

—20-- 



AMONG THE GREEKS. 

stood rid one of the idea that education consists 
in merely turning over the leaves of a text-book, 
in following dogmatically the courses of study 
prescribed in our high schools, colleges and uni- 
versities, in memorizing set formulas, and giving 
rules by rote, rather than in the harmonious de- 
velopment of all the mental powers by their joy- 
ous and free exercise in the search of truth, yet 
in the methods of Greek training and culture 
tlie student of to-day will find a veritable store- 
liouse of literary wealth which, though musty 
with age, is unusually prolific in the character 
and variety of the methods taught, full of the 
experience of many of the most profound think- 
ers and of the ablest educators of Avhicli antiq- 
uity can boast. 

Especially Avill this be found to be true of 
the system of education, as it obtained among 
the Athenians, and reaching its culmination 
and fruition now in the great and comprehen- 
sive educatifuial systems of modern times. 

Plato, the earliest of the Grecian philos(j- 

—21— 



HISTORY OP EDUCATION. 

pliers and educators, divided all children into 
four classes, viz.: children of gold, of silver, of 
bronze, and of iron. 

He held that from the children of gold must 
come the leaders of the Greek race; hence he fa- 
vored the education of these children, and paid 
little attention to those children of the other 
three classes. '^Plato's education," says Eein- 
hart, 'Svas essentially aristocratic.-' 

He did not tliiuk that education Avould prove 
beneficial to the lower classes. To those, how- 
ever, Avho were fitted by nature to become the 
guardians of the state the people must look for 
the protection of their rights and the preserva- 
titon of tlieir liberties. '^Their natures/' said he, 
"are different from the natures of other people; 
in otlier words, they are philosophers by na- 
ture.'' 

He liad no conception of the doctrine of uni- 
versal education, as it is now held by us, upon 
the theory that tlie state should provide each 
child Avithin its borders with a common school 

education. 

—22— 



AMONG THE GREEKS. 

JUit he denied this doctrine most emphat- 
ically in the statement that ''only those can be 
rnlers who have been educated and only those 
can be educated Avhose natures are superior." 

The rulers of the state, then, according to 
Plato, must come from the children of i>;old oidy, 
must be from the best class — patricians and ar- 
istocrats — and only such need be trained for the 
hi!L;her walks of life. 

In such a scheme of education Ave neces- 
sarily find more of the ideal than of the real, 
more of the theoretical than of the i)ractic^il. 

I'nder his scheme there must be a divinidy- 
ai)pointed better class, a God-given ruling class, 
and the masses must exist for no higher, no no- 
bler, no holier purpose than that of serving 
these their aristocratic rulers. His scheme min- 
imizes the indiAidual but magnifies the state. 
The philosophers represent the Avisdom of the 
state, the Avarriors its courage, the mob its pas- 
sions Avhich must be controlled. 

The children of gold must be (Mlucated for 
—23— 



HISTORY OP EDUCATION. 

the sole purpose of subservJii<j;' tJie iutc^-est of 
the state in all the hioher walks of life. 

The branches taught were music, gymnasties, 
grammar, rhetoric, philosophy, geometry and 
astronomy, which continued through the Ro- 
man period, and lasted, with yarious modifica- 
tions, until the close of the Middle Ages. 

The Greek day began with sunrise. Boys were 
sent to school early in the morning, and a sec- 
ond time after breakfast, being accompanied by 
a pedagogue, a faithful slaye, w^ho had charge 
of their moral training. Six hours a day wcvv 
giyen to study, with occasional holidays, an<l 
the hot time of year giyen to y a cation. 

We must not infer, howeyer, that the sub 
jects taught in tlie Greek course of study in tlie 
time of Plato meant exactly wiiat a course of 
study usually means among us, nor that tlic 
branches contained therein were taught either 
for the same purpose or in the same way. 

Culture was sought for its own sake and 
more as a liappy diyersion by students of leis- 

—24— 



AMONG THE GREEKS. 

lire than for purposes of practical jitility, as 
a 11 long us. 

AAliile music, gymnastics, and rhetoric meant 
more, it is quite probable that grammar, geom- 
etry, pliilosophv and astronomy meant far less. 

In liis ''Kepublic'^ in which he sketclies an 
ideal state, and an ideal system of education, it 
indeed being the first great treatise upon educa- 
tion, Plato attaches much importance to both 
aesthetic and physical culture, music being the 
means of attaining tlii^ former and gymnastics 
the latter. 

The physical sciences, as we now know them, 
and understand them, were scarcely known to 
the ancients. 

Astronomy was, for the most part, regarded 
as superstitious astrology; arithmetic, simply 
the computation of accounts; chemistry was un- 
known. 

In several respects the scheme of education, 
as under-stood by Aristotle, who was for seven- 

—25— 



HISTORY OF EDUCATION. 

teen years the pupil of Plato, differed very 
luiicli from that of his master. 

Aristotle taught at tlie Lyceum after the 
death of Plato, and was considered to be tlie 
greatest mind of anti(iuity. ^'For twenty cen- 
turies,'' says Keinhart, '4iis logical method ruled 
Avitli a despotism unparalleled, the minds of Eu- 
rope.'' This great mind was the creator and 
formulator of the science of deductive logic. 
His rhetoric deserves to rank among the very 
best works upon that subject. 

While his principal treatise on education is 
lost, yet Ave find in his other writings that are 
extant many remarks on pedagogy. 

Aristotle makes the following three divi- 
sions of education: (1) bodily, (2) moral, (3) in- 
tellectual. 

He retains music and gymnastics, so prom- 
inent in Plato's scheme of education, but adds 
drawing and regards mathematics as having 
little moral influence upon the training of pu- 
I)ils. 

—26— 



AMONG THE GREEKS. 

As an educator, Aristotle differed from 
IMato cliieliy in bein;>i' more scientific in Ins 
metliods of investigation, and in being more 
practical in his researches for knoAvledge and 
truth. 

He thought the main object in securing an 
education was not for aesthetic purposes, as did 
Plato, but to consist cliiefiy in the attainment of 
intellectual and moral force, which, combinvnl, 
induce the highest happiness of which man is 
capable. 

First in his scheme of education came gym- 
nastics, which are not intended to make men 
athletes, nor brutal in their tastes, but for tlie 
production of courage which is to be»a golden 
mean between the fierceness of the wild animal 
and the sluggish inactivity of the abject coav- 
ard. (lymnastics are to be regarded simply as 
the means of preparing for the education of the 
soul. 

He believed thoroughly in the idea of a 
sound mind in ii sound body. The soul was to 

—27— 



HISTORY OF EDUCATION. 

be educated chiefly by music, but the term mu- 
sic, as used by the Greeks, was more compreheu- 
sive and far-reaching than as now used by us. 

Music is to be used in a general scheme of ed- 
ucation for one of three purposes as best suited 
Ihe individual: (1) for one's proper education aw 
an artist, a specialist; (2) for the training of the 
affections; (3) for the employment of one's lei- 
sure. 

The term music was used by the Greeks in 
its generic sense, and was made the principal 
means by which appeals were made in order to 
cultivate the affections, to direct and to control 
the desires, and to curb the animal propensities 
in man. , 

As gymnastics were intended to develop and 
to beautify the body, so music was designed to 
order, to regulate, and to cultivate the soul. 
The term music was used among the Greeks 
much in the same sense as we now use the word 
culture, and included those studies which stim- 
ulate the mind and refine the character. 

—28— 



AMONG THE GREEKS. 

lu counectiou with poetry, music inspired 
the soul with the grandest, with tlie most loft;v' 
eouceptious of courage and virtue. 

Browning says, ''If a Greek youth had by 
continuous practice become stronger than a 
bull, more truthful than the Godhead, and wiser 
than the most learned Egyptian priest, his fel- 
low citizens would shrug their shoulders at him 
Avitli contempt if he did not possess what a 
series of music and gymnastics can alone give — 
a sense of gracefulness and proportion." 

What the Greeks expected to accomi3lisli 
tlirough music we now hope to attain by means 
of accurate scholarship during a course of 
study for several years. 

Drawing was considered an important 
branch of training by the Greeks in their 
scheme of education. It was studied with a 
view to encourage and to develop a taste for the 
beautiful. 

While, as has been suggested, music Avas 
tauglit for the purpose of arousing the affec- 

—29— 



HISTORY OP EDUCATION. 

tions, and cultivatiiiii; the soul Avitli its tiiier sen- 
sibilities, the chief aim in the teaching of draw- 
ing was to cultivate a taste for external beau- 
ty, as it is learned b}^ means of the physical or- 
ganism, and as manifested through the senses 
of sight and feeling. 

Mathematics was taught as a purely intel- 
lectual science, having little or no bearing upon 
one's moral nature, while rhetoric and philoso- 
pln^ were taught for about the same purpose for 
Avhich we now teach them, the former to induce 
force, accuracy and elegance in spoken and 
written forms, and the latter to develop 
thought. 

The Greeks taught politics, which they re- 
garded as the greatest of practical sciences, and 
wdiich had for its object the attainment of the 
highest good — happiness to the state. 

They, how^ever, restricted the study of poli- 
tics to those of mature years who are thoughtful 
and have deep moral natures, and did not think 
it to be a study suitable for the young. 
—30— 



AMONG THE GREEKS. 

Before the time of Socrates the world had 
produced no greater ethical philosopher, no 
greater scientific educator than he; in his birth 
we are to behold one of the greatest educational 
figures in the world's history, greater and 
grander than any one who had preceded him, 
because he was regarded as the greatest orig- 
inal thinker, most ])rofound reasoner, and ablest 
educator among the ancients. 

He was the first individual to consider tlie 
claims of intellect as being superior to our* 
animal propensities and bodily desires, and to 
consider a thorough knowledge of things rather 
tlian a mere belief in things as being Godlike. 

With the breadth of his intellect, and his su- 
perior, overmastering genius, he brushed aside, 
as it were, false systems of philosophy, the crude 
and theoretical cobwebs of sophistry which, 
for ages, had held the minds of men imprisoned 
in their frail meshes. 

He thus brought daylight out of darkness, 
hope out of despair, and in the search of knowl- 
—31— 



HISTORY OP EDUCATION. 

edge for its own sake, evinced the best proof of 
man's divine origin and angelic kinship. 

Dr. John Lord, in his ^^Beacon Lights of 
History,'- thns speaks of Socrates: 

'^To Socrates the world owes a new method 
in philosophy and a great example in morals; 
and it would be difficult to settle whether hUs 
influence has been greater as a sage or a moral- 
ist. In either light his is one of tlie august 
names of history. He has been venerated for 
more tlian two thousand years as a teacher of 
wisdom, and as a martyr for the truths ]w 
taught. 

''He did not commit his precious tlioughts to 
writing; that work was done by his disciples, 
even as liis exalted Avortli has been published by 
them, especially by Plato and Xenophon. And 
if the Greek philosophy did not culminate in 
him, yet he laid down those i)rinciples by which 
onlv it could be advanced. 



AMONG THE GREEKS. 

^'As a system maker, both Plato and Aristo- 
tle were greater than he; yet for original genius 
he was probably their superior, and in import- 
ant respects he was their master. As a good 
man, battling with infirmities and temptations 
and coming off triumphantly, the ancient world 
has furnished no prouder example." 

Myers says of him, ^^He loved to gather a lit- 
tle circle about him in the Agora or in the 
streets, and then draw^ out his listeners by a 
series of ingenious questions. His method was 
so peculiar to himself that it has received the 
designation of the ^Socratic dialogue.' 

''He has very happily been called an edu- 
cator, as opposed to an instructor. In the young 
men of his time Socrates found many devoted 
pupils. The youthful Alcibiades declared that 
he was forced to stop his ears and flee away that 
he might not sit down by the side of Socrates 
and grow old in listening.'' 

While nature was generous in gifts of the 
soul to this great philosopher who has taught 

—33— 



HISTORY OF EDUCATION. 

the world the purest system of morals, save 
that of the Great Teacher, which it has ever 
known, yet in the matter of his personal appear- 
ance nature had been very unkind to him. 

Dr. Lord, in giving a biographical sketch of 
this great philosopher and teacher, says: "Soc- 
rates was born at Athens, 469 B. C. His phys- 
iognomy was ugly and his person repulsive; he 
was awkward, obese and ungainly; his nose was 
flat, his lips were thick, and his neck large; he 
rolled his eyes, went barefooted and wore a' 
dirty old cloak. 

"He was witty, cheerful, good natured, and 
jocose. His great peculiarity in conversation 
was to ask questions — sometimes to gain infor- 
mation, but oftener to puzzle and raise a laugh.'' 

Thus to these three i3rofound i)liilosophers 
and teachers, Plato, Aristotle and Socrates, the 
Greek race, yea, the human race, is indebted for 
most of that which we prize in our great educa- 
tional systems now extant, and for much of that 

—34— 



AMONG THE GREEKS. 

which is embraced in the curriculum s of our in- 
stitutions of learning to-day. 

While we have earlier forms of education, an 
the Chinese, the Indian, the Egyptian, and the 
Jewish, yet the Greeks were the first to teach 
education as a science. 

Their theoretical and practical views, as un- 
derstood and taught, are exercising vast influ- 
ence upon the world of thought at the present 
time. 

No one can understand thoroughly the edu- 
cational systems of Europe, and of our country, 
Avithout having an intelligent concei)tion of the 
principles and character of education as it ex- 
isted among the Greeks and the Romans. 

If savages continue, even in our day, to sub- 
serve the immediate ends of their existence, to 
satisfy their mere animal wants, it w^as the pe- 
culiar mission of the Greeks to show to the 
world that there is a pleasure and beauty in 
abstraction, in idealism, which transports us 
into real as well as imaginary regions beyond 

—35— 



HISTORY OF EDUCATION. 

the sordid propensities of time and place, and 
enables us, by an eye of faith, at least, 

^^To find tongues in trees, books in the run- 
ning brooks, sermons in stones, and good in 
everything." 

As an apt illustration of this truth, Brown^ 
ing says: "Reading was taught (among the 
Greeks) with the greatest pains, the utmost care 
was taken with the intonation of the voice, and 
the articulation of the throat. 

"We have lost the power of distinguishing 
between accent and quantity. The Greeks did 
not acquire it without long and anxious train- 
ing of the ear and the vocal organs. This was 
the duty of the phonascus. Homer was the com- 
mon study of all Greeks. The Iliad and the 
Odyssey were at once the Bible, the Shake- 
speare, the Robinson Crusoe, and the Arabian 
Nights of the Hellenic race.'' 

Long passages, and indeed whole books, were 
learned by heart and recited upon festive occa- 
sions. 

—36— 



AMONG THE GREEKS. 

Born at a time as was Socrates, the most 
original genius of antiquity, and then to be fol- 
lowed by his great disciple Plato, who was fol- 
lowed by his great disciple Aristotle, "the mas- 
ter of those who knoAV,'' when systems of phil- 
osophy were speculative, systems of education 
unknown, with primitive principles in ^ience 
uncertain and undefined, in the midst of condi- 
tions so ripe for investigation, these three great 
philosophers, profound thinkers, matchless 
teachers, Avonderful iconoclastic idealists, lost 
little time in entering upon their great task — 
their holy mission — of creating a sentiment and 
inaugurating a system of psychological teach- 
ing Avhicli has revolutionized the thought of the 
civilized world, for more than twenty centuries, 
and made possible, among us, all that is good 
and grand in both conceptive and constructive 
s^^stems of education. 

Yet, as profound as were these three philoso- 
phers and teachers of ancient times, as great as 
were the Greeks during the "golden age," it is 
—37— 



HISTORY OF EDUCATION. 

painful to know that the scheme of their initial 
civil jjolity was based upon slavery as a funda- 
mental institution, and in many of their cities, 
at this time, the slaves outnumbered the free- 
men as ten to one. 

Women were given little consideration, and 
education was confined almost entirely to the 
boys, not to the boys of slaves, but to those of 
the higher classes, as heretofore mentioned, 
who were trained in the many excellent private 
schools scattered throughout Greece, and espe- 
cially in those at Athens, the seat of learning 
and for ages the intellectual Mecca of the Hel- 
lenic race. 

Greek education, the result of scientific in- 
vestigation, of physical development, and of aes- 
thetic taste, reached its culmination — the very 
acme of human endeavor and greatness — under 
Grecian skies in the age of Pericles, or the gold- 
en age of Greece which, in modern times, is com- 
parable only to the age of Elizabeth in English 
literature. 

—38— 



AMONG THE GREEKS. 

"That period in the history of English let- 
ters,-' says Shaw, "which corresponds to the 
epochs to which we have alluded, is the age of 
Elizabeth. 

"It is the Elizabethan age which represents 
among us, the age of Pericles; that of Augustus, 
that of the Medici; that of Leo; that of Louis; 
nay, it may be asserted, and without any exag- 
gerated national vanity, that the productions of 
this one era of English literature may boldly be 
opposed to the intellectual triumphs of all the 
other epochs mentioned, taken collectively/' 

The age of Pericles, which embraced less 
than the life-time of a single generation, exer- 
cised a far-reaching influence upon the world's 
history. 

In less than thirty years, "Athens gave 
birth," says Meyers, "to more great men, poets, 
artists, statesmen and philosophers, than all the 
world besides has produced in any period of 
equal length." 



HISTORY OF EDUCATION. 

Among all these Pericles stood pre-eminent 
and so imjjressed himself upon his times that 
this period is justly named after him. 

During this age the Athenian democracy, 
was supreme. The popular assembly considered 
and decided every vital matter that concerned 
the republic. Each citizen enjoyed perfect po- 
litical liberty, and it is affirmed that every citi- 
zen was qualified to hold office. 

Having established the supremac}^ of Ath- 
ens upon the sea, even if he had failed to do so 
upon the land, Pericles induced his countrymen, 
who loved art, to adorn their city with those 
masterpieces of genius in art w^ncli, though 
now in ruins, still continue to excite the admira- 
tion of the world. 

In order that there should be no invidious 
class distinctions in a democratic form of gov- 
ernment, he inaugurated the custom of giving 
pay to the military, of paying citizens for jury 
service, of attaching salaries to the various civil 
offices; also introduced the practice of supplying 

—40— 



AMONG THE GREEKS. 

all the citizens with free tickets to the theatre, 
and other places of public amusement, and of 
banqueting the people on festal days at public 
expense. 

Says Meyers: ^^But the most significant fea- 
ture of this new imperial power was the combi- 
nation of these vast material resources with the 
most imposing display of intellectual resources 
that the world had ever witnessed. Never before 
had there been such a union of the material and 
intellectual elements of civilization at the seat 
of empire. Literature and art had been carried to 
the utmost perfection possible to human genius. 
Art was represented by the inimitable creations 
of Phidias and Polygnotus. The drama was il- 
lustrated by the incomparable tragedies of Aes- 
chylus, Sophocles, and Euripides, and by the 
comedies of Aristophanes, while the writing of 
the world's annals had become an art in the 
graceful narrations of Herodotus." 

Although, strictly speaking, in a technical 
sense, Pericles is not classed as a teacher by his- 

—41— 



HISTORY OF EDUCATION. 

torians generally, yet iu a better and broader 
sense tliis wisest statesman and greatest hero 
among the Greeks, if he is to be measured by 
the Avholesome influence exerted upon his coun- 
trymen in his day, as well as by the influence 
exerted upon those of subsequent ages, was in- 
deed an educator as well as a statesman and a 
soldier. 

It is doubtful Avhether any other individual 
ever did more effective object teaching, if it may 
be so designated, along all lines where results 
count in human growth and achievement than 
did the hero of the "Golden Age." 

It is sad, however, even in our day to con- 
template the brilliancy and grandeur of the 
mere apex of an educational structure whose 
base was shrouded in moral darkness and men- 
tal stagnation, incident to a failure to provide 
both the master and the slave with the means to 
place tliem upon the same high moral and in- 
tellectual plane. 

—42— 



AMONG THE GREEKS. 

Any scheme of education, any system of 
morals, any religious belief or practice which 
fails to elevate common humanity can not bear 
the test of our nineteenth century civilization, 
can not meet the demands of our times, and 
bodes ill rather than good to our country. 

That democrac}' which does not include in 
its civil benefits both the czar and the serf, that 
educational system which does not embrace 
ALL the children, that system of ethics w^hich 
fails to give insi^iration to both the prince and 
the pauper, that fails to admit the sunshine of 
God's truth into the cabin and the cottage, as 
well as into the parlor and the palace, must ulti- 
mately be relegated to the rear as a bourbonized 
fossil; as an exotic Avhich can find no groAvth, 
no nourishing sentiment to sustain its putrid' 
life among a free and liberty-loving people. 

The Greeks, that race which Minerva-like are 
said to have sprung from the brain of Jove, 
have done more than all others combined in the 
inauguration and formulation of those incipient 

—43— 



HISTORY OF EDUCATION. 

ideas and plans which have fructified, in our 
day, into great educational systems which are 
the intellectual and moral levers for the eleva- 
tion of mankind. Yet as much as has been done 
in the past, and notwithstanding our wonderful 
advancement at present, it is my opinion that 
we stand, to-day, at the dawn and have not 
reached the sunset of human endeavor. 

After more than two thousand years of 
mental growth and moral achievement we are 
simply the advance guard of pigmies to the 
great race of intellectual giants who are to 
follow us. 

If the struggles and achievements of the 
Greeks teach us one important truth more than 
another, it is the fact that they believed that 
there was no aristocracy so grand and so glori- 
ous as that of the human intellect, and that no 
plutocracy, no pride of birth could be com- 
pared to that ultimatum Avhich decreed, as un- 
erring as fate, a survival of the fittest. 

—44— 



AMONG THE GREEKS. 

In the light of Greek education it is no won- 
der that the Golden Age of Greece, prolific in 
great men, poets, orators, historians and 
statesmen, made it possible for Thucydides, the 
historian, to have voiced the sentiment of his 
countrymen in the inscription written upon the 
cenotaph, erected to the memory of Euripides, 
on the road from the Pireaus to Athens, in 
these memorable words: 

^^This monument can not make thee great, O 
Euripides, but thou can'st make this monument 
great." 



—45— 



CIIAPTEK II. 
The Roman System of Education 



No great psychological ideas on education 
were given to the world as the result of Eoman 
conquest and civilization. 

No educators equal to those among the 
Greeks appear to have flourished among the 
Latin race. 

Tlie Eoman mind, being almost entirely 
utilitarian, was more akin to Spar-ta than to 
Athens; it was, therefore, intensely practical 
and real, and but rarely speculative and ideal. 

It had little taste for philosophy and for the 
mere abstract theories of human perfection. 

Considering education almost entirely from 
a materialistic standpoint, the chief aim of 
training among the Eomans was for the attain- 
ment of military prowess. It looked toward 
glory, powder, and conquest for its own sake. In 

—46— 



AMONG THE ROMANS. 

SO far as oducation among the Eomans was in- 
tiiienced by Greek refinement and cnltnre it ex- 
hibited a strong" tendency toward the rlietorical 
and oratorical, not so mnch, as among the 
Gi'eeks, as a means of mental growth, ethical 
training and aesthetic taste, bnt as a necessary 
and important means of welding into one na- 
tion the heterogeneons elements composing its 
popnlation. 

In other words, from the Spartans the 
Eomans learned how to train the soldiers who 
should conquer the world and teach mankind 
how to control by brute force under the guise 
of law; and from the Athenians they were 
taught those deliberative and executive forms 
of government so necessary in the formative, 
experimental, and governmental period in the 
world's history. We can better understand the 
scope, aim, and effects of Koman education and 
civilization when we contrast the ideal in the 
education of the Greek with that of the practi- 
cal and real in the education of the Koman. 

—47— 



HISTORY OP EDUCATION. 

Browning says of the Greek ideal : 
^^On the one side, man, beautiful, active, 
clever, receptive, emotional ; quick to feel and to 
show his feelings, to argue, to refine; greedy of 
the pleasures of the world, if a little neglectful 
of its duties; fearing restraint as an unjust 
stinting of the bounty of nature; inquiring into 
every secret; strongly attached to the things of 
tliis life, but elevated by an unabated striving 
after the highest ideal; setting no value but on 
faultless abstractions, and seeing reality only in 
heaven, on earth mere shadows, phantoms, and 
copies of the unseen." 

Of the Roman ideal, the same authoi* thus 
speaks: "On the other side, man practical, en- 
ergetic, eloquent, tinged but not imbued with 
philosophy; trained to spare neither himself nor 
others; reading and thinking only with an apol- 
ogy; best engaged in defending a political prin- 
ciple, in maintaining with gravity and solemn- 
ity the conversation of ancient freedom, in lead- 
ing armies through unexplored deserts, estab- 

—48— 



AMONG THE ROMANS. 

lishing roads, fortresses, settlements, as the re- 
sults of conquest, or in ordering and superin- 
tending the slow, certain and utter annihilation 
of some enemy of Kome. 

^'Has the Christian world ever surpassed 
these types? Can we produce anything hy edu- 
cation in modern times except by combining, 
blending, and modifying the self-culture of the 
Greek and the self-sacrifice of the Roman?" 

The influence of the mother was felt, in large 
measure, and was one of the chief character- 
istics of Roman education. 

The mothers directed the early training of 
their children, especially in early times, and 
did much to rear up a class of youth who, in 
after years, built up a strong nationality which 
was known and recognized in all parts of the 
civilized world. 

In the society of their fathers, during these 
early times, the sons were prepared for future 
life before their development in regular schools. 

They sat with their fathers at the table, and 

—49— 



HISTORY OF EDUCATION. 

in respectful silence, heard tliem recount their 
martial deeds of valor, and in peace, tell of the 
services they had rendered the state. The lads 
accompanied their parents to the Senate, and 
while others were speaking, learned the im- 
portant lesson of how to hold their tongues, and 
when and what to speak when the proper oc- 
casion arrived. 

With the increase of wealth, bringing its 
train of enervating luxuries, the home became 
less and less a training school, and pedagogues 
were borrowed from Greece, who, although 
slaves, were held in high honor, and were in- 
trusted with both the intellectual and moral 
training of the Roman youth. 

While these youth were educated by teach- 
ers from Greece, in kind much which was pecul- 
iar to the Greeks alone was omitted from the 
branches taught. 

What music was to the Greek, rhetoric was 
to the Boman. The Greek loved fine culture for 

—50— 



Among the romans. 

which the term music was the symbol, while the 
Roman may be said to have despised it. 

Rome desired to produce, not as did the 
Greeks, specimens of cultured human beings, 
but persons fitted to be Roman citizens. 

Remember that up to 50 A. D., however, 
there were no public schools and no professional 
teachers among the Romans. 

The best accounts w^e have of education 
among the Romans inform us that the rod was 
freely used as a means of discipline, and that 
there w^as a short holiday of five days during 
the feast of Minerva, corresponding to our 
Easter and spring vacation, and at the Satur- 
nalia, corresponding to our Christmas; but that, 
as among us, school was entirely suspended 
during the summer months. 

It can be readily seen that we have not de- 
parted very much from the customs of the 
ancients in our modern observance of holidays, 
nor in our means of discipline. 

Few^ schools fail to observe some one of our 
—31— 



HISTORY OF EDUCATION. 

many liolidays, and our ancient schoolmaster, 
though living in modern times, with his back- 
less bench and solitary hole for a window, bad 
ventilation and treeless grounds, still plies his 
ferrule with a severity which equals, if it does 
not surpass, the ancients. 

Well might we say with Goldsmith : 
Beside yon straggling fence that skirts the way 
With blossomed furze, unprofitably gay, 
There in his noisy mansion, skilPd to rule 
The village master taught his little school. 
A man severe he was, and stern to view; 
I knew him well, and every truant knew. 
Well had the boding tremblers learnM to trace 
The day's disasters in his morning face. 
Full well they laughed with coiyiterfeited glee 
At all his jokes, for many a joke had he; 
Full well the busy whisper, circling 'round, 
Convey'd the dismal tidings when he frow^n'd. 

As among us, at the age of seven, the child 
was committed to the literator to learn the 
first elements of reading and writing. In his 
—52— 



AMONG THE ROMANS. 

writings Horace speaks of how the lads went 
through the streets of Kome with their slates 
and sachels on their arms. 

Keading was taught by what is called the 
syllabic method; that is, by explaining the 
powers of the letters in combination before 
their individual characteristics, which we have 
modernized into the phonic-word method, if I 
may be allowed to coin this term. 

'^Writing was taught by inscribing a copy 
upon a waxen tablet and allowing the pupil 
to follow the furrow^ of the letter with a stylus;-' 
hence our system of tracing in copy books. In 
reading and writing the Romans paid great 
attention to the pronunciation and the accent 
of words, as well as to the committing to mem- 
ory selected passages from the poets. 

In reckoning, or counting, the fingers wero 
made of great use, each joint and bend of the 
finger being made to signify a certain value, 
which the pupil was expected to follow by the 
trembling motion of the teacher's hands as he 

—53— 



HISTORY OP EDUCATION. 

represented very dexterously number after 
number; hence the trouble in trying to prevent 
children from counting upon their fingers. It 
is a mark of heredity and not easily overcome. 

This primary training lasted from the sev- 
enth to the twelfth year. 

I do not know that we are able to make a 
better division as to the time which should be 
given to primary instruction than that from 
seven to twelve. 

At the age of twelve children were then 
committed to the literatus, and the study of 
Greek was then added to that of Latin, embrac- 
ing etymology, syntax and composition. 

Speaking of this period of Koman education 
Browning says: ^'Tlie explanation of the poets 
was used for the formation of moral principle. 
Livius Andronicus in Latin, the Odyssey of 
Homer in Greek, Virgil, Cicero and Aesop were 
studied in those days as in our own. Orthog- 
raphy and grammar were carefully inculcated; 
whole poems and orations were learned by 

—54— 



AMONG THE ROMANS. 

heart. Nor was history neglected. Atticus, the 
friend of Cicero, was so well acquainted with 
Roman history that lie knew the laAvs, tlie 
treaties and the momentous events which 
formed the fabric of his country's annals.'' 

As tlie literator had prepared the way for 
the literatus, so the literatus prepared the way 
for the rhetor, who took charge of the youth 
at the age of fifteen or sixteen. At this age the 
young Roman entered upon his career of man 
hood, was no longer treated as a child, and was 
kept under strict discipline. 

He now chose his profession, either that of 
agriculture, or the army, the senate, the forum, 
or some of the many pursuits to which noble 
Romans were called by virtue of their birth. 

Rhetoric was regarded among the Romans 
Avith that importance to which the Greeks at- 
tached to music. 

We use the terms music and rhetoric now 
with such a different meaning that it is diffi- 
cult for us to understand the significance of 

—55— 



HISTORY OF EDUCATION. 

these terms as used by the Giwks and the 
Romans. 

We are told that the lirst special school for 
Italian rhetoric was opened by Lucius Plotius 
Gallus in the rear 90 B. C, and it is quite prob- 
able that Cicero and the men of his time owe 
much of their success in oratory to this noted 
rhetorician. 

The best account we have of early teachers 
amonn the Komans is from Quintillian, who 
tells us that Cato, the censor (235-199 B. C), was 
the first Roman writer on education. , 

Althouiiii unfortunately, his treatise is lost, 
yet, from other sources, both reliable and accu- 
rate, we infer that Cato was conservative, the 
cliampion of Roman simplicity, valuing the 
reputation of a good husband and a good father 
as being far above that of a good senator. 

He was a strict disciplinarian, trained his 
sons to outdoor life, instructed them in the good 
deeds of their country's history^, taught that a 
reasonable degree of reverence is due from the 

—56— 



AMONG THE ROMANS. 

old to the young, and that the true foundation 
of an orator must be hiid in character. He con- 
sidered country life as the parent of both a good 
soldiery and a good citizenship. He is said to 
have oi^posed strenuously the new Greek learn- 
ing, and said that it was fraught with coming 
destruction to the state. 

Browning says: '"BelieYe me,'' he wrote to 
his son, as if a soothsayer had said it, ''that the 
Greeks are a good for nothing and unimprov- 
able race. If they disseminate their literature 
among us it will destroy everything; but, still 
worse, if they send their doctors among us, for 
they have bound themselves by a solemn oath 
to kill the barbarians and the Konians." He, 
himself, learned Greek late in life, but this did 
not change his opinions. A "homo elegans," a 
man of culture, was his abhorrence. Practical 
activity he considered the whole duty of man. 
He -held the opinion that his nature rusts like 
iron if it is not used. 

Far different were the views of Cicero, who 



HISTORY OF EDUCATION. 

stands as the typical educator, representing tlie 
union of Greek and Roman tliought and learn- 
ing- 

While this famous educator and greatest 
orator among the ancients, except Demosthenes, 
limited education too much to the one idea of 
rhetoric and oratory being chiefly important 
in a scheme of education, yet he held to the im- 
portant truth that the aim of education is the 
perfection of the individual, and that if such 
citizens be developed to the highest level of 
their powers, how fortunate, how grand and 
blessed Avill be the state that contains them ! 

In speaking of the disposition and charac- 
teristics of an educator, Cicero said that a model 
teacher would never speak nor strike in anger. 

He considered religion as of chief impor- 
tance in one's training, regarding the gods as 
being the masters and directors of human af- 
fairs. 

Following the order as laid down by all the 

m 

other writers on pedagogy, both ancient and 

—■58— 



AMONG THE ROMANS. 

modern, education is to begin with tlie earliest 
eliildliood. We must turn to account the games 
of children and be careful about the company 
by which they are surrounded. Pains must be 
taken to develop the memoiw, and to aid in such 
mental growth, passages from Greek and 
Konian writers are to be learned by heart. 

In selecting a profession a young man is to 
be governed by nature and taste, after having 
carefully proved his powers and capacities. He 
must be so carefully trained as to be effectually 
protected against the destructive attacks of the 
passions, and if he be destined for public life, 
his love of ambition and distinction must be 
stimulated. 

Cicero clearly lays doAvn the rules by which 
one can become a great orator through rhetori- 
cal methods, Avliich tend to give forceful ex- 
pression and grace of bearing to the consum- 
mate orator, who is expected to control men 
and to exert a wliolesome influence upon the 
destinies of one's countrt. 
—59— 



HISTORY OF EDUCATION. 

He holds up oratory as the goal for which all 
ambitious Roman youth, anxious for fame and 
fortune, must contend. But, before he can at- 
tain such grand heights of pre-eminence over 
his fellows, such an one must carefully culti- 
vate his natural gifts and must acquire a vast 
amount of know^ledge in different fields. 

He must not only learn to become a skilled 
rhetorician, but, as a means to the end sought, 
must be readily conversant with jurisprudence, 
history and philosophy. 

He must devote a considerable time to the 
study of classic models as standards w^orthy 
of imitation. 

He indorsed heartily the highest phases of 
Greek culture and training, and urged a union 
wath the more practical education as taught by 
the Eomans. The second greatest orator of 
antiquity lield to no mere theories on education 
which he was not willing himself to practice, 
for he had his own sons instructed not only in 

—60^ 



AMONG THE ROMANS. 

philosophy but also in eloquence under Greek 
masters. 

It was not until the time of Quintillian, how- 
ever, that Roman education became fully or- 
ganized or empiralized, if I may use the ex- 
pression, reaching its highest perfection under 
Trojan, Hadrian, and Antonines. 

The cause of education had made such 
progress in Quintillian's day that the children 
of poor i^arents in Italy were ordered by Nerva 
to be educated without expense; and an insti- 
tute for the education of girls was also erected 
at this time. 

The character of the education given at this 
period, embracing the seven liberal arts, and 
which has exerted a wonderful influence upon 
the best educational thought of our times, is 
both important and interesting. 

Grammar, dialectic, rhetoric, geometry, 
arithmetic, astronomy and music were the prin- 
cipal subjects of education taught. 

In a work written by Quintillian at this 

—61— 



HISTORY OF EDUCATION. 

time we have a very full account of Roman edu- 
cation. 

This distinguished educator was born at 
Calahorra, Spain, A. D. 42. It is said of him 
that "He came to Rome at an early age and 
was educated to be a consummate speaker. He 
afterward exchanged the practice for the teach- 
ing of his profession, and for twenty years, edu-" 
cated the most distinguished Romans in his 
art. He received from the Emperor the broad 
purple stripe of consular dignity and was 
raised to consular rank. He enjoyed the proud 
distinction of being the first teacher paid by 
tlie state and wore with becoming modesty the 
distinguished title of professor of eloquence." 

His treatise on education was written after 
his retirement from public life. Although it 
professes to treat merely of the education of 
the orator, yet it deals, incidentally, with most 
of the questions which refer to the education of 
the perfect man. 

This great educator placed much stress upon 

—02— 



AMONG THE ROMANS. 

training in early childhood. He saw no reason 
for deferring the education of a child until 
seven yeai^s of age. He asserted that memory is 
most tenacious in childhood and not to make 
use of it then he deemed unreasonable. He 
even admonished against employing unedu- 
cated nurses for children, since their in- 
correct and inelegant expressions would be 
hard to eradicate from the child's vocabulary 
in after years. He urged that we begin the 
instruction of a child with reading, but held 
that if one thing could not be taught then 
another should be tried. He differed with the 
teaching in our times in that he held that it 
did not require a teacher of the highest genius 
to instruct a child. He held that by the seventh 
year a child may have learned to read and to 
write with ease; that his mind may be stored 
witli a copious suppl}^ of sayings of great men 
and of select passages which he will never for- 
get, and that he will have acquired a correct 
and clear pronunciation. After he has received 

—63— 



HISTORY OF EDUCATION. 

such a training at his home — in our modern 
kindergarten — then he is prepared to be sent 
to the public school. 

No one has presented better arguments in 
favor of the public school system than Quintill- 
ian. He affirmed that, in the corrupt homes of 
Rome, children learn vices before they know 
that they are vices; that they do not imbibe 
criminality from schools so much as they carry 
it to the schools. 

He stated that it is a mistake to suppose 
that the pupil will derive more care and atten- 
tion from a single teacher. ^Tlie best teachers,'^ 
said he, "will naturally be found in large 
schools, and there are many subjects which one 
man can teach as well to a large class as to a 
small one. Because some schools are bad that 
would be a poor reason for rejecting schools 
altogether." 

The reasons in favor of a public rather than 
a private education can better be given in the 
exact words of this great educator, who lived 

--64— 



AMONG THE ROMANS. 

nearly 2,000 years ago, and they are just as 
cogent now as when uttered by this ablest of 
Eoman teachers: ^^Tlie mind requires to be 
continually excited and aroused, while in 
such retirement it either languishes and con- 
tracts rust, or, on the other hand, becomes 
swollen with empty conceit, since he who 
compares himself to no one else will nec- 
essarily attribute much to his ow^n pow- 
ers. Besides, when his acquirements are to be 
displayed in public he is blinded at the sight 
of the sun and stumbles at every new object, 
because he has learned in solitude that which 
is to be done in public. I say nothing of friend- 
sliips formed at school, which remain in full 
force even to old age, as if cemented by a cer- 
tain religious obligation, for to have been 
instructed in the same studies is a no less 
sacred bond than to have been instructed in the 
same sacred rites. Where shall a young man 
learn the sense, too, which is called common 
sense, when he has separated himself from 

—65— 



HISTORY OF EDUCATION. 

society? Besides, at home he can learn only 
what is taught himself; at school, even what is 
taught others. He will every day hear many 
things commended, many things corrected; the 
idleness of a fellow-student when reproved will 
be a warning to him, the industry of one com- 
mended Avill be a stimulus, emulation will be 
excited by praising, and he will think it a dis- 
grace to yield to his equals in age and an honor 
to surpass his seniors. All these things excite 
the mind and, though ambition itself be a vice, 
yet it is often the parent of virtues.'' 

Senaca, a Roman j)hilosopher, who lived in 
the first century, and w^as a contemporary of the 
Apostle Paul of the New Testament, has given 
us some splendid educational maxims, such as, 
'^We study not for school, but for life"; "I fear 
the man of one book"; ^'By teaching we our- 
selves learn"; ^'The end is attained sooner by 
example than by precept." Tliese maxims con- 
tain some of the best examples of pedagogic 
thought among the Romans. 

—66— 



AMONG THE ROMANS. 

Phitarcli, in his ^^Lives of Illustrious Men," 
has left an important contribution to education. 

Although he was born a Greek and wrote 
in that language, yet he lived much in Eome 
and opened a school there in the latter part of 
the first century. He lectured upon philosophy, 
literature, and rhetoric. The substance of his 
instruction is contained in the ^'Lives," which 
has earned for him a fame that has come down 
to us through the ages. 

The career of Numa Pompilius in the mythi- 
cal history of Kome is similar to that of 
Lycurgus in the history of Sparta. 

He is regarded as the founder of national 
ethical teaching. 

The gods were considered as guarding all 
the relations of life — matrimony, the family, 
society, commerce, agriculture, politics. Numa 
sought, by peaceable methods, to extend the in- 
fluence of the Komans, and to procure a firm; 
foundation for prosperity and morality, by 
strengthening the ties of domestic and political 
—67— 



HISTORY OF EDUCATION. 

life, and by enhancing the interests of agricnl- 
ture and the trades. He inspired a patriotism 
among tlie citizens that had a potent influence, 
for many years, in serving to level all mere in- 
vidious distinctions, and prepared the way for 
the civil equality that came when the plebeians, 
by constant and persistent opposition, obtained 
their political rights from the patricians. 

But, strange to relate, the Romans never 
recognized the rights of others, except along 
their own race lines. 

Once to be a Roman was always to be a 
Roman, and in their self-exultation and pride 
they grew harsh and cruel toward others, until 
they engendered a spirit of conquest and fos- 
tered a desire for the mere external, material 
blessings of life. 

In the third century B. C. Greek literature 
was brought to Rome and imparted to the 
Roman youth by Greek teachers. 

Rapid strides were made in science and art 

—68— 



AMONG THE ROMANS. 

by the patricians, Avho almost exclusivel}^ en- 
joyed educational advantages. 

With Greek training came foreign vices, 
which slowly undermined the social and politi- 
cal fabric of the Koman commonwealth, thus 
verifying the prophecy of Cato, who, in a letter 
to his son about the close of the second century 
B. C, said: "Believe me, as if a prophet had 
said it, that the Greeks are a worthless and in- 
corrigible race. If this people diffuse its litera- 
ture among us it will corrupt everything." 

In the early days of the republic the mother 
exercised and exerted great influence in the in- 
tellectual, moral and physical development of 
children. It was not until a later period that 
the place of the mother was taken by a system 
of nurse training which, under the influence of 
slavery, became almost universal and permit- 
ted only the poorest mothers to perform peda- 
gogical functions. 

In the main the father attempted to do for 

—69— 



HISTORY OF EDUCATION. 

the son Avliat the mother endeavored to do for 
the daughter. 

This home training, however, was supple- 
mented by hired pedagogues from tlie slaves of 
the household or from the ranks of the educated 
Greek instructors. 

No system of common schools, such as is the 
custom with us, existed among the Romans. For 
the most part their schools were of a private 
character, supported by the Avealthy class, and 
taught by foreign teachers from Greece. 

While the Roman writers upon pedagogy 
have given us few principles of education of an 
enduring character, as did the Greeks, yet they 
have left us many suggestions of a practical 
kind which are most helpful and beneficial in 
the great Avork of teaching. 



-70— 



CHAPTER III. 
The Middle Ages 



After Greece and Rome had furnished won- 
derful educational examples to the world, with 
teachers whose principles and practices had 
blazed the way for intellectual, physical and 
moral advancement, it is one of the marvels of 
history that, instead of this period being an im- 
provement upon tliat of antiquity in these re- 
spects, we should witness an age of intellectual 
and moral darkness that extends over nearly 
seven hundred years. 

It is one of those strange coincidences of 
history to find that, while Greek and Roman 
literature continues to impress itself upon our 
own age, it had little effect upon the age that 
immediately followed the one that was so fruit- 
ful in pedagogical lore. 

—71— 



HISTORY OF EDUCATION. 

The Middle Ages produced no great educa- 
tors, no profound philosophers, and no systems 
of education in any resi)ect comparable to that 
of antiquity. 

However, a few men in this age stand out 
somewhat more prominently than others, and 
it is Avith the sayings and doings of these that 
we have to deal. 

The distinguished names of Pythagoras and 
Lycurgus as educators, the philosophy and 
great examples of Socrates, Plato and Aristotle 
which had aroused the Greeks, and made them 
masters in the domain of thought, the practical 
ideas of education as held by Gallus, Quintillian 
and Cicero, among the Romans, and which 
had contributed so much to the glory of the 
Latin race, seemed powerless to bring about 
beneficial results during the Middle Ages. 

During this age, too, the new doctrine of 
Christianity, as heralded by the lowly Nazarene, 
the world's greatest teacher, had its beginning, 
and began its sway over the minds and the con- 

—72— 



IN THE MIDDLE AGES. 

sciences of mankind. There was little in this 
aew doctrine that taught man to sympathize 
with the philosophy of antiquity. Christianity 
opposed all external distinctions among men, 
and sought perfection in the character of the 
individual, rather than in the dignity of the 
state, or in the exultation of any dogma, secu- 
lar or religious. 

Few understood the new religion, which was 
at variance with the tenets of the past; many 
approved the new doctrine from policy, and 
saw only personal advantage in its teachings; 
others, overawed by an idealism that they 
could not comprehend, sought solace in self-ab- 
negation and indulged in contempt for real life. 

Selfishness, ignorance and fanaticism itself 
robbed Christianity of its humanizing influence 
and essential principles, and permitted it to 
drift into a specific kind of education — the pro- 
duction of mere followers and believers in 
Christianity. 

—73— 



HISTORY OF EDUCATION. 

Nevertheless, it is a fact that Greek and 
Eoman learning was not wholly extinguished 
and did not expire during this period of en- 
feebled pedagogical history. 

The New Testament was written in Greek, 
the Corpus Civilis of the Roman Empire also 
survived, and the works of the great writers of 
antiquity were preserved in manuscript. 

If the study of these masterpieces of litera- 
ture were held in abeyance during the Middle 
Ages, it was only to break out afresh in Europe, 
as w^e shall see, during the revival of letters, 
which Avas to illumine the minds of men in all 
subsequent generations. 

But the so-called ^'dark ages" were not 
wholly so. There were schools in the towns, in 
the castles, and in the monasteries. Two impor- 
tant educational movements took place in Eu- 
rope during these ages: 

(1) That of the time of Charlemagne. 

(2) That of the scholasticism of the twelfth 
century. 

—74— 



IN THE MIDDLE AGES. 

The one especially prominent educational 
personage of the Middle Ages was Charle- 
magne, who sought in the establishment of the 
Palatine school, through the direct efforts of 
Alcuin, a distinguished teacher, an alliance be- 
tween classical literature and Christianity. The 
lack of such an alliance Avas i^robably the cause 
of much of the intellectual feebleness and the 
bigoted ignorance of this age. 

Many of the early fathers of the Church had 
little sympathy with what they regarded as the 
pagan philosoj^h}' and agnostic teachings of the 
previous ages. 

To be an ignorant Christian at this time was 
of far more importance than to be a wise phil- 
osopher. Zeal for the Church was the ultimate 
end of all human endeavor in the minds of the 
monks and those who controlled the teaching of 
that age. 

While the Catholic Church is held responsi- 
ble for this condition of education in the Middle 
Ages, we do not by any means hold the Protes- 

—75— 



HISTORY OP EDUCATION. 

tant Church as being blameless for many of the 
educational faults, foibles and shortcomings 
peculiar to this period of history. 

Charlemagne not only sought instruction for 
himself, but also endeavored to diffuse instruc- 
tion among the clergy and nobles of his time. 

It was his desire to exercise authority over 
a civilized rather than over a barbarous people. 
He sought the basis of a political unity founded 
upon a religion which should be tlie outgrowth 
of a system of well-defined instruction. 

He did not hesitate to rebuke the nobles, 
barons and clergy, of his day, for their lack of 
interest in education, and his constant aim 
seemed to be to infuse into them a love of learn- 
ing rather than have them rely upon their birth 
alone to maintain their social rank. 

His efforts along educational lines for the 
most part proved ineffectual, and, after his era, 
a new decadence ensued. 

The young barons, wrapped up in the in- 
tense selfishness of their own self-sufficiency, 

—76— 



IN THE MIDDLE AGES. 

aiKl reveling in indolence and ignorance, caused 
Cliarlemagne to exclaim one day as lie entered 
school, ''Do you count upon your birth, and do 
you feel a pride in it? Take notice that you 
shall have neither government nor bishoprics if 
you are not better instructed than others.'' 

The clergy were not responsive to the ap- 
peals and the efforts of this educational em- 
peror to better the intellectual and moral con- 
dition of his times. 

In 817 the council of Aix-la-Chapelle refused 
to receive any more day pupils into the con- 
ventional schools upon the ground that too 
large a number of pupils would seriously effect 
the discipline of the monasteries. 

This general indifference to the educational 
needs of the times manifested itself in many 
ways during the entire Middle Ages. 

The emperors who succeeded Charlemagne 
were not in sympathy with his ideas upon edu- 
cation, and sought to base their power upon 

—77— 



HISTORY OP EDUCATION. 






their own despotic authority rather than to rely 
upon tlie intellectual progress of their subjects. 

It is said that Louis the Pious and Charles 
the Bold constructed more castles in their day 
than schools. 

In speaking of the scholasticism of the Mid- 
dle Ages, Eeinhart says, '^Scholasticism is a 
form of learning and teaching which held more 
or less sway from the ninth to the fifteenth cen- 
turies, reaching the climax of its influence with 
Abelard in the twelfth century. 

''Its i)rofessed design Avas to illustrate and 
to defend Christian doctrine on the principles 
of the deductive logic of Aristotle. The result 
was an immense development of the power of 
subtile reasoning; the invigoration of the 
hunian mind in the line of disputation and 
logic. The age had no physical sciences, no 
history, nor ethics. Its education and culture 
was, therefore, one-sided and imperfect." 

The best and most representative teachers 
of this age were Thomas Aquinas, the author of 

—78— 



IN THE MIDDLE AGES. 

a work on teaching called De Magistro, and a 
master of the deductive method of Aristotle as 
it applied to theology; and Abelard, professor 
of the University of Paris, who stands for in- 
dejiendence in theological thought and for orig- 
inality in methods of instruction. 

The seven liberal arts constituted what may 
be called the course of study of the Middle Ages, 
and was given in the conventional schools, and 
later in the universities. They were distributed 
into two courses of study called the trivium and 
the quadrivium. 

In the trivium were taught grammar, logic 
and rhetoric, and in the quadrivium we find 
music, arithmetic, geometry and astronomy. 

This course of study, as we see, consisted of 
abstract and formal studies, which w^ere pecu- 
liar to this age, and there were embraced in it 
no real nature studies of a concrete kind. The 
teaching of dogmas was regarded as of more 
importance than the training of the intellect. 

—79— 



HISTORY OF EDUCATION. 

Teachers read and recited their lectures, and 
the pupils were required to learn them by heart. 

Pupils were distrusted, the discipline was 
harsh, and for securing obedience, corporal jDun- 
ishments were used and abused. In speaking 
of the difference between the use of the rod in 
the fourteenth and fifteenth centuries, an his- 
torian says: ^'Thre is no other difference except 
that the rods in the fifteenth century are twice 
as long as those in the fourteeenth." 

But the Middle Ages must forever be re^ 
garded as a period of intellectual stagnation 
and moral darkness. 

The few virtues of obedience and consecra- 
tion to the dogmas inculcated by the ecclesias- 
tics and by men of noble rank w^ere negative 
rather than positive ones; instruction abounded 
in ^'verbal husks,'' which induced a species of 
mechanical reasoning and, in the words of an- 
other, ^^made of the intelligence a prisoner of 
the formal syllogism.'' 

The Church itself seemed to be absolute in 

—80— 



IN THE MIDDLE AGES. 

educational affairs and determined the limit of 
thought, action, and belief for prince as well 
as for pauper. 

This age is characterized by the domi- 
nance of religious conceptions; by an alliance 
betAveen church and state; by the spirit of free 
and independent inquiry being stifled in the 
arbitrary and dogmatic teaching of the Scrip- 
tures; by harshness in discipline; by rudeness 
in matters of deportment and polite manners, 
and by a contempt for the common amenities of 
life by man toward his fellow. 

The pedagogy of the Middle Ages abounded 
in no lofty, unattainable ideals, which alone 
can cause true intellectual and moral growth 
among individuals and nations. 

The concrete ideas, for which the common 
mind struggles, were soon found by faint effort, 
and afforded ample satisfaction to the superfi- 
cial and the indifferent of that day, and were, 
in my judgment, the chief cause of the intel- 
lectual decay and the pedagogical stagnation 
of the Middle Ages. 

—81— 



CHAPTEII IV. 
The Renaissance 



The fruitful store of Greek and Koman liter- 
ature which had lain dormant for seven hun- 
dred years, covering the entire period of the 
Middle Ages, was onl}^ to break out during the 
^^revival of letters-' with an effulgence that was 
destined to fill all Europe Avith its glory and 
thus to effect the intellectual progress of all 
succeeding generations. 

The spirit of Christianity^, which had been 
greatly retarded by the disposition of the early 
fathers of the Church to confound ignorance 
with holiness, and also by a scholasticism as 
w^ell as a monasticism, which absolutely seemed 
to stifle all attempts at true reforms in educa- 
tion, is now beginning to blend with the classi- 
cal literature of antiquity; freedom of individ- 

—82— 



THE RENAISSANCE. 

ual thought and action, under this combined 
and uplifting influence, is beginning to inak« 
itself felt for the first time in the world's his- 
tory; philosophy and science are to be given a 
place in men's thoughts as friends and not ene- 
mies of Christianity; the revival of letters in 
the sixteenth century is to unite what is best 
in all former systems of pedagogy with what is 
most promising and most progressive in new^ 
ideas and under new methods. 

The old, a victim of its own supineness, and 
condemned by the infallible test of time, must 
give place to the advancing thought of an age 
which was to put Christianity to the test of 
scientific investigation and philosophic inquiry. 

The fathers of the early Church, who, dur- 
ing all these years, had hugged the delusive 
phantom to their bosoms that intellectual 
growth was fatal to the new doctrine of Chris- 
tianity, and had chiefly, on this account, permit- 
ted the Christian religion to drift into mechan- 
ical roots and grooves, were now to pass away, 
—83— 



HISTORY OF EDUCATION. 

and the iconoclasts, the reformers, and the 
philosophers were to drive the zealots and the 
dreamers from the field of thought. 

The intellectual world stood aghast as it 
witnessed this wonderful transition of bidding- 
adieu to the old and extending a welcome to 
the new dispensation of letters. 

For the first time the individual, freed from 
a hide-bound monasticism, which for centuries 
had held him a veritable prisoner in its relent- 
less grasp, takes delight in his unaccustomed 
intellectual and moral freedom, and begins to 
investigate, to grow, and to accomplish. 

The dawn of the new era is seen in what is 
called humanism, which is a study of the an- 
cient classics — the best that has been handed 
down to us from Grecian and Roman civiliza- 
tion—instead of the barbarous Latin writers 
of the Middle Ages. 

Groote founds a school at Deventer in north- 
ern Holland, where his pupils are taught the 

—84— 



THE RENAISSANCE. 

Bible, Horace, Virgil, Plutarch, HerodituS, 
Thiicydides, Cicero, Plato and Aristotle. 

The teachers of this celebrated school were 
pious men and eminent scholars, and if they 
had done nothing more than to have produced 
Erasmus, who was the finest product of human- 
ism and the editor of the first printed Greek 
New Testament, being the contemporary and 
associate of the reformers of the sixteenth cen- 
tury, and to have given us Thomas a Kempis' 
^'Imitation of Christ," a book of remarkable 
spiritual and intellectual power, this alone 
should cause them to live forever enshrined in 
the memory and in the hearts of mankind. 

In addition to the Greek New Testament 
Erasmus wrote "Praise of Folly,'' a fine satire 
in condemnation of the follies of the school 
men of his day. 

In his "Order of Studies" he gives principles 
of teaching in literature and grammar, and in 
methods of cultivating the memory. He also 

-85— 



HISTORY OF EDUCATION. 

favored the education of women and believed in 
affording tliem equal opportunities with men. 

He urged family training for the young, in- 
struction in manners and morals, and polite- 
ness in demeanor. 

Ramus, a professor in the University of 
Paris, denounced the logic of Aristotle and said 
that the science of reasoning should be the 
servant and not the master of the minds of men. 
^'They have no leisure for the orators; they 
have no taste for the poets; all their business 
is to clamor about ^^terms." He thus saw very 
early the necessity for such a method of induc- 
tive reasoning as Bacon gave to mankind. 

In Montaigne's work, entitled "Of the Edu- 
cation of Children,'' are to be found many ex- 
cellent ideas upon education. 

He holds with Plato that education extends 
to the end of life; that the mind is to be devel- 
oped according to its natural bent and not 
according to ideas formed in advance by the 
teacher. 

—86— 



THE RENAISSANCE. 

He deplores the lack of the training of the 
judgment, and criticises the overtaxing of the 
memory of children. He held the idea of female 
education in contempt, a sentiment which was 
so prevalent during antiquity and the Middle 
Ages. 

In the sixteenth century, however, there aj)- 
i»eared in the educational world some of the 
brightest minds and greatest educators of 
Avhich Europe could boast. This century was 
to feel the influence of a Bacon, a Oomenius, a 
Melancthon, a Luther, a Sturm, an Ascham and 
a Katich, the Jesuits, with a host of ^'lesser 
lights,-' who were destined to revolutionize the 
pedagogical world and cover the entire earth 
with their glory. It is doubtful if so few names, 
in any previous age of the world's history, have 
exerted such a potent influence in the field of 
thought, in the republic of letters, as have the 
leaders of intellectual progress in this centuiy. 

By one stroke of his invincible logic the 
author of the Novum Organum displaced the 
—87— 



HISTORY OP EDUCATION. 

deductive system of Aristotle, wliicli had held 
in check for centuries correct methods of scien- 
tific investigation. At his touch, as if by magic, 
ancient and sluggish systems of reasoning van- 
ished, and those who had hitherto seen through 
an intellectual glass darkly began to see tlie 
trutlis of nature, in the light of inductive logic, 
revealed face to face. 

Lord Bacon, who Avas born in London ir, 
15G1, was not a practical teacher, but a great 
educator and a profound philosopher. 

Wedded to no preconceived oi>inions upon 
logic, and being out of joint with the deductive 
system of Aristotle, and his school of philoso- 
phers, which had held the world in its despotic, 
intellectual grasp for centuries, Bacon rejected 
all that was servile and traditional in the sys- 
tems of reasoning of previous ages, and insisted 
upon independent and individual investigation 
of the truths of nature in concrete form. He 
believed that the only correct method of study 

—88— 



THE RENAISSANCE. 

consisted in observation, in experiment, and in 
experience. 

His metliod has been called the method of 
induction, as distinguished from Aristotle's 
method of deduction. 

Bacon's sj^stem of reasoning has exercised 
tremendous influence upon intellectual culture 
and scientific investigation since his day. 

Although morally Weak, as a public official, 
occupying as he did some of the most prominent 
positions of honor and trust under the govern- 
ment of England, yet, in view of his great 
intellectual worth to the human race, we are 
inclined io forgive the moral weakness of the 
doer in praise of the tiling done. 

One of the greatest teachers of this century, 
and one who deserves front rank as such in any 
age and in any clime, was John Amos Come- 
nius, who was born at Comnia in Moravia in 
1592. Probably more than in case of any other 
famous teacher this individual best illustrates 
—89— 



HISTORY OF EDUCATION. 

the beneficial effects of Bacon's philosophy 
upon ai)i)lied pedagogy. 

We know little of the early history of Come- 
nius except that he was a student of the Uni- 
versity of Herborn at Nassau, where he studied 
theology. Afterwards he became rector of a 
school in his native country and pastor of the 
Bohemian Brothers' parish. 

Being banislied in 1G24 from his realms by 
Fredinand II., Comenius fled to Lissa in Poland, 
where he soon became a member of the faculty 
of the academy. 

At Lissa he completed his ^'Key to the Study 
of Languages," which first made him famous.. 
This was the first of his didactic works of im- 
portance. It was received in 1631 with so much 
favor that it was soon translated into twelve 
European and seven Asiatic languages. 

In 1641 the English Parliament extended to 
kim a call to reform the English schools, but 
civil war prevented him from performing this 
task, and he accepted a similar call in 1642 from 

—90— 



THE RENAISSANCE. 

Sweden, where he was more successful. In 
ir>50 he accepted the call of a Hungarian prince 
to assist in the reorganization of schools. 

During his stay in this country he gave to 
the world his -Orbis Pictus,- which means the 
visible world, and which -contains the pictures, 
and names of all the principal things in the 
world, and the principal occupations of man. 
This book exerted wonderful influence upon the 
schools of his day in diffusing correct educa- 
tional views among the people. 

The other important works of Comenius are 
the -Didactica Magna- (the great didactic) and 
his ^^Janua Linguarum Reseratal" (the gate of 
tongues unlocked). 

In the "Janua'' was presented a new method 
of acquiring languages more especially suited 
to the intelligence of the young. 

In the ^^Didactica Magna,'' written in 1630, 
Comenius sets forth his theories and principles 
of teaching and gives his views on the prac- 
tical organization of schools. 

—91— 



HISTORY OF EDUCATION. 

While this noted pedagogue is said to have 
written twentj^ works and to have taught in 
twenty schools, yet the three works spoken of 
are the chief ones that have made him famous 
among the w^orld's great educators. 

We are especially indebted to him, how- 
ever, for the four kinds of schools into which 
the general educational system is now divided 
viz. (1) Infant schools and kindergartens; 
(2) primary schools; (3) high schools and 
academies; (4) colleges and universities. 

Gomenius may be justly regarded as the 
world's first great psychological teacher, as 
Pestolozzi is the second. He was a philosopher, 
a thinker, and a practical teacher. Amid untold 
difficulties he devoted his life to improvements 
in universal instruction, and of him it can be 
well said that if ^^Bacon proposed a new method 
for the acquisition of knowledge by the race, so 
Comenius laid a new procedure for the acqui- 
sition of knowledge in school. What Bacon was 

—92— 



THE RENAISSANCE. 

to the method of science, Comenius was to the 
method of instruction." 

Melancthon, who was styled the "preceptor 
of Germany/' was great both as a writer and as 
a teacher. He was a friend of Luther and fully 
sympathized with the efforts of this great ec- 
clesiastical and educational reformer. The 
lectures of Melancthon at Wittenburg are said 
to have been sometimes attended by two thou- 
sand listeners. 

Martin Luther w^as the central figure of the 
great religious and educational reformation of 
the sixteenth century. He was probably the 
first man to conceive and to advance the idea 
of universal education. 

In a special document addressed to the pub- 
lic authorities of Germany he urges the neces- 
sity of a common school system for the good of 
both religion and the state. 

'"The Bible, with the right of private inter- 
pretation-,'' was his watchAvord, and he had the 
foresight to see that in the education of the 

—93— 



HISTORY OF EDUCATION. 

masses was the surest means of inaugurating 
the religious reforms that lie sought to accom- 
plish. 

In presenting the mere view of secular edu- 
cation he uses the following strong, pointed 
terms: ^'Were there neither soul, heaven nor 
hell it would still be necessary to have schools 
for the sake of affairs here below, as the liis- 
tor}^ of the Greeks and the Romans plainly 
teaches. The world has need of educated men 
and women to the end that the men may govern 
the country properly and that the women may 
properly bring up their children, care for their 
domestics and direct the affairs of their house- 
holds." 

He not onl}^ urged the necessity for public 
schools supported by the state for all the chil- 
dren, but also showed the importance of having 
trained teachers prepared to direct them. 

No individual, during this centuiy, exerted 
a more far-reaching and wholesome influence 



THE RENAISSANCE. 

in favor of popular education, both secular and 
religious, than did Martin Luther. 

John Sturm, another "jDreceptor of Ger- 
many,-' is noted as the teacher who organized 
classical literature and determined the form of 
the instruction which is now given in the 
schools and colleges of Europe and America. 

On account of his i)rofound interest in the 
stud}^ of the humanities he gathered a thou- 
sand students at his school at Strasburg, to 
which he gave tlie name of "New Athens." 

Koger Ascham, the instructor of Queen Eliz- 
abeth and the author of the "Scholemaster," 
was also a noted teacher of this century. In his 
"Scholemaster'' he urges and strongly advo- 
cates what is called the double translation in 
the teaching of languages. As a method for ad- 
vanced students it is regarded as excellent, but 
as a method for beginners it is thought to lead 
to unintelligent and unnecessary memorizing. 

In IGIO we find Eatich traveling over Eu- 
rope telling of his wonderful discovery whereby 

—95— 



HISTORY OF EDUCATION. 

one could learn Hebrew, Greek and Latin in 
six months. While the pretensions of this Ger- 
man reformer were extravagant, yet many 
writers upon pedagogy agree that there is a 
grain of truth in his ideas which only needs to 
be seen and to be applied under proper limita- 
tions. 

In the light of pedagogical history it is in- 
teresting to see the part that the schools of the 
Jesuits, which originated in the middle of the 
sixteenth centuiy, played in the educational 
affairs of this age. 

It is said that from these schools have gone 
forth some of the greatest scholars and geniuses 
of Europe, and if the instructors of these early 
schools left us no theories and lasting princi- 
ples of which we are proud, yet they were prac- 
tical teachers and first-class organizers who 
had received a systematic training which had 
prepared them for their work. 

In these schools were taught Greek, Latin, 
rhetoric, poetry, music and histoiy. The teach- 

—96— 



THE RENAISSANCE. 

ill":, which was oral, was given in the form of 
lectures; the following day the pupil repeated 
the substance of the lecture; written exercises 
and translations were required daily; the ad- 
vanced pupils recited their lessons to the 
master, and then, in his presence, the pupils 
in the lower grades recited to the advanced 
pupils. 

Much of what is best in our own methods of 
teaching, still in vogue in many of our best 
schools, was borrowed from the Jesuits. 

Keinhart speaks thus of these Jesuit 
schools: ''The Jesuits fostered in great degree 
the siDirit of emulation and rivalry. Voluntary 
associations for study and for disputation were 
encouraged. In the lower grades the boys were 
arranged in pairs, each boy having as compan- 
ion a rival, who should push him on, trip him 
if necessary and thus spur him forward. Prizes 
and honors were offered for the best work, 
while the indolent were scourged by the weekly 
publication of offenses b}^ the crier, and by the 

—97— 



HISTORY OF EDUCATION. 

fear of being tried by their classmates in tiie 
capacity of judges and magistrates. One of the 
maxims of the Jesuits was 'Repetition is the 
mother of learning.' Before beginning any les- 
son, that of the j) receding day was repeated; be- 
fore ending the lesson, that which had just been 
acquired was summed up and repeated. At the 
end of every year Avas an examination, for the 
form of which the boys liad been prepared. It 
was conducted by outside authorities, the mas- 
ter being jiresent and permitted to make sug- 
gestions, but not to examine. The results of 
the examination, united with the record for the 
past year, made up the standing of the pupil." 

It will be seen, tlien, that the Jesuit schools 
were well managed and manned by experienced 
and practical teachers, who did a great deal to 
promote sj-stem and to maintain good discipline 
in school work. For liundreds of years the 
Jesuits maintained their supremacy as educa- 
tors in Europe. 

They were opposed in France, however, by 

—98— 



THE RENAISSANCE. 

the schools of Port Royal, Avhich were estab- 
lished in 1643 a few miles south of Paris, and 
were taught by Pascal, Arnauld, Nicole, Lance- 
lot and Madame Arnauld. 

The logic and grammar of the Port Royal 
schools became famous the world over, and they 
desers^edly occupy front rank to-day in the an- 
nals of French education. 

It is said that Port Royal teachers "Made an 
advance in the comprehension of education. 
They rejected the artificial, the verbal, that 
which was purely formal. In their view educa- 
tion was the training of the judgment and the 
affections." 

Browning says: "The discipline of Port 
Royal was not at all severe and was maintained 
by the self-sacrifice of those who conducted it. 
The charge given to them by the master was 
^Speak little, bear much, pray more.' " 

The jealousy of these schools aroused by the 
Society of Jesuits caused the royal power to be 
invoked against them. Their instructors were 

—99— 



HISTORY OF EDUCATION. 

mercilessly persecuted, their schools closed and 
their buildings burned. 

Those who bade fair to become the most po- 
tent factors in the educational affairs of this 
century were literally swept from the face of 
the earth by a religious jealousy and a factional 
strife which Avere most disastrous in results to 
the educational interest of this century. 

It is the consensus of intelligent opinion 
that modern education begins with the Renais- 
sance. 

The educational methods that are beginning 
to be put forth in this age are to be perfected 
later; the correct theories of education, Avhich 
are held in embryo, are to be practiced gradu- 
ally and to be fully accepted in the following 
ages. 

From this time forward the essential prin- 
ciples of education are to afford a common 
ground for concerted action among teachers. 

The system of education of the Middle Ages, 
severe and repressive in its discipline, with its 

—100— 



THE RENAISSANCE. 

arrow training of the mental and moral fac- 
Ities, is to give place to a scheme of education 
roader and more liberal in character. 

Attention is directed for the first time to the 
aportance of the hygiene of the body and to 
liysical exercises in school economy; intelli- 
3nce, heretofore the prisoner of logic and en- 
Lronment, is to become freed from the re- 
raints of the past; man's moral nature is 
) be given a broader scope for its growth 
tid activity; studies of nature are hence- 
)rth to be substituted for those which 
bounded merely in "verbal husks," and meant 
ttle to the average mind; in other words, those 
sychological principles that were to lead to 
lan's complete and harmonious development 
long proper intellectual, moral and physical 
nes originated in this period to find the frui- 
on of its hopes, and to attain its ultimatum, so 
) speak, in subsequent centuries. 

The Protestant Reformation, the art of 
rinting, the blending of classical forms of lit- 
—101— 



HISTORY OF EDUCATION. 

erature with Christian theology, the number 
of distinguished teachers, with their correct 
ideas of pedagogy, that abounded during the 
Renaissance, all these contributed to the won- 
derful results that we witness to-day in educa- 
tional growth, both in Europe and America. 



-102— 



CHAPTER V. 
Modern Times — Education ia Europe 



Under the caption of "Modern Times'' the 
grow th of education in Europe, beginning with 
the eighteenth century to the present time, and 
also the progress of education in America from 
Colonial times to the present, will be briefly 
discussed. 

There are so many great teachers, educators, 
and thinkers, who have either taught or writ- 
ten upon educational subjects in Europe, during 
the period designated as modern times, that any 
division of the subject, even for the purpose of 
treating it systematically, must necessarily be 
regarded as arbitrary and liable also to the 
criticism that, in selecting a few names, how- 
ever distinguished and wor-thy of mention, one 
is guilty of making invidious distinctions. 

—103— 



HISTORY OF EDUCATION. 

In an age abounding in such a number of 
great pedagogues, and with systems that have 
been the means of causing such a wonderful 
progress in education, it is very difficult to 
select a few names from among the many and 
then attempt to give a history of pedagogy that 
will be in any degree comprehensive. But to 
select all the teachers and writers who have 
made this period forever illustrious, in the field 
of educational thought and action, would make 
this volume entirely too large, and, therefore, 
the author simply selects those few names, and 
will allude to those systems only that he shall 
regard as having exercised the most influence 
upon this age. . 

No previous age in the world's history has 
been so prolific in great educators, with sys- 
tems of education so comprehensive and far- 
reaching in its effects, upon the minds of men, 
as we shall witness in Europe during modern 
times. 

All that was best from the growth of edu- 

—104— 



IN MODERN TIMES. 

cation during the period of the Renaissance, 
whether religious or secuhir in character, 
whether a product of the Keformation or an out- 
growth of the Jesuit schools, seem to have been 
reserved for this one period of pedagogical his- 
tory. Man}^ of the brightest minds of any age, 
with the best systems of education extant, are 
to pass in review before us. 

The common people, the English masses, 
who, since the invasion of Gaul by Julius 
Caesar and the battle of Hastings, which two 
events had much to do in welding and blending 
various dialects into the richest and most flexi- 
ble language known to man, having thrown off 
the yoke of a galling Jesuitical and ecclesiasti- 
cal system, were ready for the freedom of 
thought and action which the Reformation and 
the revival of letters had ushered in with so 
much splendor. 

Reforms in church and state, under great 
leaders, religious and educational, which are 
to be immense in influence, far-reaching in 

—105— 



HISTORY OF EDUCATION. 

character, and beneficial in results, are charac- 
teristic of this period of i^edagogical history. 

As the seventeenth century had produced 
Comenius, the first great reformer in education, 
so the eighteenth century Avas to produce Pesta- 
lozzi, the second great educational reformer. 

In this century, too, German pedagogy was 
to rid itself of the shackles of the past and 
become for the first time an active, living force. 

France also overthrows the traditions of its 
past, expels the Jesuits, and joins the ranks of 
modern progress in educational affairs. 

In this century, also, is published Rousseau's 
Eniile,- Avhich had wonderful influence upon 
the great educator Pestalozzi, and which has 
influenced all subsequent events in the educa- 
tional world. 

Without doubt Pestalozzi was a beneficiary 
of the writings of many of the greatest educa- 
tors of the seventeenth century. He had read 
the w^ritings of Locke to advantage, was famil- 
iar with the teachings of Montaigne, and was 

—106— 



IN MODERN TIMES. 

probably not imacquaiiited with the schools of 
Port Eoyal. In civil affairs Europe was at 
I)eace; ample time was afforded for educational 
tliought and growth. 

Kant was great as a philosopher and 
thinker, and Voltaire equally as great as a 
skeptic and a critic. 

In 1762 the Emile was first published; was 
soon translated into almost every European 
language, and it was generally read by the 
thinking men of that age. It w^as, in its day, 
regarded as containing something of a new^ 
^'kind of gospel'^ and was said to be "perhaps 
the most influential educational book ever 
written.'' 

We must remember that the book was writ- 
ten previous to the French Kevolution, when 
the minds of men were unsettled and intensely 
speculative, and when the world abounded in 
theorists, idealists, and dreamers. 

The book met with the most violent opposi- 
tion. The Archbishop of Paris condemned it 

—107— 



HISTORY OF EDUCATION. 

as being opposed to Christianity, and as encour- 
aging the spirit of revolt and insubordination 
against the existing order of things. 

Rousseau was compelled to flee to Paris, and 
while his book was consigned to the flames, the 
good in it, that which was destined to live for- 
ever in the hearts and minds of men, found a 
lodging place first in the hearts and minds of 
Pestalozzi and Proebel. 

The author of the Emile was born in 
Geneva, Switzerland, and, being of a roving and 
unsettled disposition, after several years of aim- 
less effort and hopeless wanderings, finally 
settled at Lyons, where he was a tutor for three 
years. Afterwards, with the help of his friends, 
he maintained himself at Paris, for several 
years, by his musical ability and literary labor. 
Most of his life, how^ever, was passed in adver- 
sity. Asa man he was unduly sensitive and led 
an immoral life. These unfortunate traits of 
character cast a shadow over Rousseau, who 

—108— 



IN MODERN TIMES. 

was one of the most brilliant of French prose 
writers, with a style of charming beauty. 

His Emile is not a treatise upon education, 
but rather a romance in which he takes occa- 
sion to give his ideas upon education. 

Emile is not a real but an imaginary child, 
wlio lias no parents, is not reared in a family, 
but is brought up by a preceptor in the country, 
far removed from the influence of society. 

Of the five books into which this work is 
divided the first book treats of the needs of a 
new-born child and of the duties of mothers in 
rearing their children. The second book treats 
of the education of a child from six to twelve, 
and the third, of the training of a child from 
i welve to fifteen. 

The moral education of a youth from fifteen 
to twenty is treated of in the fourth book, and 
tlie education of woman is treated of in the fifth 
book. 

The doctrine contained in the first two books 
is that the character of teaching in infancy 

—109— 



HISTORY OF EDUCATION. 

should be negative rather than positive. That 
infants should be separated from and shielded 
from the contaminating influences so prevalent 
in society. 

That nature should be the real teacher of 
the child from birth to twelve years of age. 

In his third book Eousseau dwells upon the 
iuq^ortance of teaching things rather than their 
mere signs, which are often expressed in mean- 
ingless words, and urges the prime importance 
of keeping the student free from fatal errors. 

From the third book of Emile it is said that 
the great Pestalozzi derived many of those 
ideas that have made his name illustrious 
among the world's great teachers, just as Rous- 
seau had gotten much of his inspiration from 
reading Robinson Crusoe. 

In considering the influence of the Emile 
upon pedagogy in Europe, it would be well for 
the reader to remember that this book was pub- 
lished in 1762, before the expulsion of the 
Jesuits and before the events of the French 

—110— 



IN MODERN TIMES. 

Revolution; and it is, therefore, to be judged 
by educational conditions existing at the time 
rather than in the light of methods noAV in 
vogue. The book is best understood by reading 
it as a whole, and is designed to correct the 
errors existing in the mind of Rousseau. We 
must be willing to pardon his errors and over- 
look his fanciful notions on account of tlie 
grand truths and sublime thoughts contained 
in the work at every step in its reading. 

The wonderful influence exerted by the 
Emile can best be seen in the fact that, twenty- 
five years after its publication, there appeared, 
in the French language, twice as many books 
upon education as had been known during the 
first sixty years of the century. 

His work did much to give inspiration and 
to stimulate the minds of educational thinkers, 
for more than a hundred years subsequent to 
the time of its first publication, and the book 
will forever be regarded as being more valua- 
ble for the educational current that it set in 
—111— 



HISTORY OF EDUCATION. 

motion tliau because of the intrinsic merit of 
its pedagogical instruction. 

What Comenius, the first great reformer of 
education, was to the age of the Eenaissance, 
Pestalozzi, the second great reformer of educa- 
tion, was to the education of Europe in the 
eighteenth century. 

A splendid comparison of these two great- 
est educators that the world has ever known 
is best given in the words of Reinhart: 

"Comenius, the first great reformer of edu- 
cation, translated in the seventeenth century 
the inductive philosophy of Bacon into the pre- 
cepts of a new education. Pestalozzi, illus- 
trating in his life all the apparent failures 
which characterized that of Comenius, intro- 
duces into educational history a spirit and 
method which are potent even to-day. We are 
now living in the spirit of Pestalozzi. The ideas 
which he set forth are now, through pain and 
struggle, endeavoring to get themselves real- 
ized.'' 

—112— 



IN MODERN TIMES. 

Pestalozzi must ever be regarded as the 
world's greatest educational iconoclast. The 
educational idol wliich had been set up in the 
study of the Humanites— a blending of ancient 
literature with the ideas contained in the Refor- 
mation and the revival of letters — was shat- 
tered by the touch of this remarkable genius, 
and the study of the sciences, as the agencies 
of nature, was regarded by him as the most de- 
sirable thing to be sought. He also taught that 
an education could be obtained aside from the 
study of mere books. 

Pestalozzi believed firmly in the idea that 
every child had a right to the full development 
of all his intellejctual powers, and that this 
should be given by parents to their children as 
an inherent right. In this broad and compre- 
hensive idea he laid the foundation for the doc- 
trine of universal education now practiced, 
without exception, in all civilized and Christian 
countries. 

His one aim seemed to be the education of 
~113— 



HISTORY OF EDUCATION. 

the masses^ as opposed to the custom of restrict- 
ing education to the rich and the favored few, 
which was so prevalent in his day, and which 
was sanctioned by such educators as Basedow 
and others. 

It should encourage every ambitious youth 
td know that Pestalozzi enjoyed very few early 
educational advantages. He lost his father 
at six years of age, and received such a train- 
ing as his mother alone could give him. His 
own condition caused him to have a profound 
sympathy for the poor, and this trait of his 
character is plainly shown in his devotion to 
S3^stems of instruction that embraced in its 
scheme the poor as well as the rich. 

It is said that Eousseau's Emile exerted a 
wonderful influence upon him and was, per- 
haps, the turning point in his life for an educa- 
tional career. This benefactor of mankind was 
born at Zurich, Switzerland, in 1746, and died 
in 1827. 

He became a student in the college at Zurich 

—114— 



IN MODERN TIMES. 

when fourteen years of age. The character, of 
his instructors at Zurich may be learned from 
the following words of his biographer: ^'So 
great was the influence of these professors on 
these pupils that the latter came to despise 
wealth, luxury, material comfort, and care for 
nothing but the pleasure of the mind and soul, 
and the unceasing pursuit of justice and truth.'' 

Before he entered upon his life w^ork as an 
educator he seems to have entered and tried 
other professions and occupations. 

He entered the ministry, preached one ser- 
mon, and gave that up. He afterwards studied 
law, but abandoned that. Then for ten years 
he followed the occupation of an agriculturist, 
and, after squandering the entire fortune of 
his beautiful and devoted wife, this experiment 
also ended in a disastrous failure. 

In 1775 he established a school at Neuliof, 
in his own house, for the education of poor chil- 
dren; but, being a iDoor manager in financial 
matters, this attempt soon failed. 

—115— 



HISTORY OF EDUCATION. 

It is said that after this failure at Neuhof, 
for eighteen years, the great soul of Pestalozzi 
was shrouded in despondency and gloom. But 
if so, this great reformer was subjected to this 
crucible of suffering only to be purified, as by 
fire, for a greater and nobler work, which he 
was to accomplish, later in his career, as a 
philanthropist and as an educator. 

These eighteen years of misfortune, sorrow, 
and suffering only served to teach him valuable 
lessons in human sympathy, and all the better 
prepared him for the work that God designed 
that he should accomplish for mankind. By 
suffering he learned to sympathize with those 
w^ho suffer. His own words best tell his feel- 
ings at this time: ''Never was I more profoundly 
convinced of the fundamental truths upon 
which I had based my undertaking than when 
I saw that I had failed." 

These words of Pestalozzi deserve to rank 
among the wise sayings of great men and 
should serve as an inspiration to young men 

—116— 



IN MODERN TIMES. 

who begin life with nothing but i-ugged phys- 
ical strength, a lofty purpose, and an uncon- 
querable ambition. Nor did this great Swiss 
reformer give up in despair after his failure at 
Neuhof, for the orphan asylum at Stanz, the 
primary schools at Berthoud, the institute at 
Berthoud and the institute at Yverdun, all 
these attest his worth to the world as a great 
teacher and a superb humanitarian. 

Among the writings of Pestalozzi may be 
mentioned the ^^Evening Hour of a Hermit," 
his first educational work, which was published 
in 1780, composed principally of maxims upon 
education and giving the theory of the author 
upon education. In the following year he pub- 
lished ^'Leonard and Gertrude," which is a pic- 
ture of village life in Switzerland. This work, 
being in the style of a pleasing story, soon be- 
came very popular, was extensively read, and 
was followed by a second, third and fourth 
volume, in which were plainly set forth his ideas 
for educational reformation. 

—117— 



HISTORY OF EDUCATION. 

Other educational works of Pestalozzi were 
"Christopher and Alice," ''Figures to My A, B, 
C Book/' ''Kesearches into the Course of Na- 
ture in the Development of the Human Race.'' 
But none of these publications had such a 
marked effect upon the thinking' minds of 
Europe as did ''Leonard and Gertrude" and 
"How Gertrude Teaches Her Children." 

It is impossible to estimate the value to the 
world of the life and character of such a man 
as Pestalozzi. Although he died with apparent 
failure staring him in the face, with the cher- 
ished plans of a lifetime thwarted, yet, from 
tlie institute at Yverdun he sent out many cele- 
brated teachers, who were imbued with the 
proper spirit, and through these, his great peda- 
gogical teachings secured a foothold in the 
world of thought. 

The very essence and spirit of what is best 
in our educational systems of to-day, whether 
in Europe or America, we have derived from 
Pestalozzi's teaching, and on this account espe- 

—118— 



IN MODERN TIMES. 

cially, lie will be held forever in grateful remem- 
brance by the masses of thinking men and 
women of all countries and of all climes. 

In considering the great improvements jn 
systems of education and methods of teaching 
in Europe, in the nineteenth century, one may 
well be amazed at the wonderful advancement 
that all the nations of the earth have made in 
all respects. We seem now to be the rightful 
educational legatees of all the past centuries. 
We appear to be the fortunate heirs to all that 
is best in the pedagogical history and the didac- 
tic experience of the past. In our day, we see re- 
moved almost all the obstacles and difficulties 
to educational progress which beset the pathway 
of Comenius, Pestalozzi, and other great educa- 
tional reformers; and what seems best and most 
useful in their theories are now being put into 
practice without let or hindrance everywhere. 
To-day all the nations of the earth, worthy of 
the name, have national systems of education 
which include, in their scholastic benefits and 

—119— 



HISTORY OF EDUCATION. 

educational advantages, the poor and rich alike 
without regard to sex, religion, politics or race. 

What a growth in educational scope through 
the centuries from the time of the Greeks and 
the Eomans, w^ien education was restricted to 
the higher classes and denied to slaves! What 
wonderful progress in pedagogical growth since 
the Middle Ages, when monasticism and eccle- 
siastical authority absolutely controlled educa- 
tional affairs! 

During this century we see that the physical 
sciences are given more prominence in our 
courses of study; that Latin and Greek are no 
longer given the first place in a liberal course 
of instruction; that the scope of educational in- 
vestigation has immensely broadened; that the 
age has drifted into special professional and 
technical forms of education wholly unknown 
to the pedagogues of previous centuries. 

No account of this wonderful age in educa- 
tional groAvth and investigation would be com- 
plete, hoAvever, Avithout a mention of the name 

—120— 



IN MODERN TIMES. 

of Froebel, who stands out prominently as the 
one individual, more than an}^ other, who has 
most clearly and distinctly impressed his ideas 
upon this century. 

Born in Thuringia in 1782, he w^as deprived 
of the influence of a mother's training and love, 
at an early age, and Avas educated by his father 
and his uncle, both of whom were village 
pastors. 

From his earliest 3^ears he exhibited splen- 
did traits of character, and remarkable mental 
power. He was an idealist and showed a strong 
tendency toward a deej) religious sentiment. 

The founder of kindergartens was an asso- 
ciate of Pestalozzi in the school at Yverdun, 
Switzerland. In the school that he established 
at Keilhan, for fifteen years, it is said that he 
^' based instruction on the principle of culti- 
vating the self-activity of the pupil by connect- 
ing manual labor with every study.'' In keep- 
ing with this doctrine kindergartens were 
established in different i>arts of Germany 

—121— 



mSTORY OF EDUCATION. 

between 1840 and 1850, and the training of the 
3^onng children began. 

As a teacher Froebel was a master of both 
the science and the art of teaching. He com- 
bined the theory and the practice of teaching 
in his own person in a Avonderful degree. Al- 
though he was a man of one idea, for the 
most part, and was awkward in appearance, 
yet he w^as most impressive and brilliant as a 
teacher; he was a Christian rather than a secta- 
rian, and exercised a far-reaching influence 
upon the pedagogical thought of his times. 

The object of the kindergarten is best stated 
by him in his own words: "To take the oversight 
of children before they are ready for school life; 
to exert an influence over their whole being in 
correspondence with its nature; to strengthen 
their bodily powers; to employ the awakening 
mind; to make them thoughtfully acquainted 
with the world of nature and of man; to guide 
their heart and soul in the right direction, and 

—122— 



IN MODERN TIMES. 

to lead them to the Origin of Life and to union 
with Him.'' 

We doubt whether any other educator, 
either ancient or modern, ever expressed more 
sublime sentiments in so few and so simple 
words. We can readily see that the inspira- 
tion that could give birth to such thoughts as 
these is more akin to the Sermon on the Mount 
than to any reasoning of the ancient philoso- 
phers, however learned and profound. 

In these words Froebel shows that he is to 
be the one great friend of children throughout 
all subsequent ages. He shows that he under- 
stands their natures and is to be the one to 
apply those principles of training peculiarly 
adapted to them. 

He gives some excellent psychological prin- 
ciples that we should remember and practice, 
viz.: 

1. That knowledge and activity are closely 
related. 

2. That the child's spontaneous activity is 

—123— 



HISTORY OP EDUCATION. 

the force that sets the mechanism of the senses 
in movement. 

3. That j)ercei)tion includes the employ- 
ment not only of the e^^e but of the hand. 

4. That a nice perception of form is only 

gained in connection Avith the devices of manual 
reproduction. 

These kindergarten principles, so pointedly 
stated, are now recognized almost everywhere 
as being fundamental in the education of chil- 
dren. 

While Froebel is the greatest educator of 
the nineteenth century in Europe, judged by 
any standard and compared to any other great 
pedagogue of this age, yet there are others who 
are worthy of mention, and who have done 
much to help spread the influence of correct 
principles of teaching among the masses. 

It was Diesterweg, one of the celebrated 
German teachers, who gave utterance to the 
great educational truth that the aim of educa- 

—124— 



IN MODERN TIMES. 

tion is "self-activity in the service of the true, 
the beautiful and the good." _ 

He has given us "Catechism of Methods of 
Teaching/' "School Discipline and Plans of In- 
struction/' "Institutional and Speaking Exer- 
cises." These educational publications are 
sufficiently meritorious to cause the author to 
take high rank among professional teachers for 
all time to come. 

Rosenkranz, in his "Philosophy of Educa- 
tion," endeavors to reduce to a system of philos- 
ophy the many great educational truths set 
forth by Ratich, Comenius, Rousseau and Pest- 
alozzi, as well as the truths that were contained 
in the current systems that they attacked. This 
work is of inestimable value in presenting 
truths in such form as to be comprehensive to 
all who seek true pedagogical knowledge. 

Jacotot, in his "Universal Method," has also 
given us some splendid ideas upon the teach- 
ing of language. The main idea contained in 
the treatise is "that a single fact thoroughly 

—125— 



\' 



HISTORY OF EDUCATION. 

known by careful observation and repeated re- 
flection becomes the key to the acquisition of 
all other facts.'' 

Jactotot believed that the pupil must learn 
something thoroughly, and with this known 
fact as a basis, he must proceed to acquire 
knowledge of kindred facts. He laid down four 
rules for carrying out his principles that we 
would do well to remember: (1) Learn; (2) re- 
peat; (3) reflect; (4) verify. 

Dr. Thomas Arnold, master of the school at 
Rugby, was one of the greatest teachers that 
England has ever produced. 

Thomas Hughes, author of "Tom Brown at 
Rugby," and Dean Stanley, author of the "His- 
tory of the Jewish Church" and "The Life of 
Dr. Arnold," were pupils of this celebrated edu- 
cator. His whole idea upon education can be 
summed up in the fact that he believed in 
arousing the self-activity of each individual. He 
stimulated the individual by a series of in- 
genius questions, by means of which the pupil 
—126— 



IN MODERN TIMES. 

was aroused, and sought knowledge for himself 
without depending upon his teacher to give him 
any information that he could obtain for him- 
self. 

As a logician and philosophic teacher few 
men have surpassed Sir William Hamilton, who 
was for many years professor of moral philoso- 
phy at the University of Edinburgh. He be- 
lieved firmly in the doctrine of the importance 
of self-activity in educational methods. It is 
upon his lectures in logic, mainly, that his 
reputation as a scliolar and eflucator rests. The 
following familiar quotation in regard to read- 
ing was given by him: '^Some books are, there- 
fore, to be only dipped into ; others are to be run 
over rapidly, and others to be studied long and 
sedulously." 

His ^'Discussidns in Philosophy and Litera- 
ture" embrace papers upon education of the 
highest value and importance to advanced stu- 
dents. He agrees with a great many other 
prominent j)edagogues in holding that mathe- 

—127— 



HISTORY OP EDUCATION. 

matics tends "to cultivate a smaller number of 
the faculties in a more partial and feeble man- 
ner'' than other studies. He sustained his 
position upon this question by giving cogent 
reasons, which the leading educators of our day 
now almost regard as truisms, and which seem 
to have put this question forever beyond further 
dispute. 

"Lectures on the Science and Art of Educa- 
tion," by Joseph Payne, professor of education 
in the College of Preceptors at London, is a 
book remarkable for the presentation of accu- 
rate views upon the art of teaching. 

He held, in common with many other educa- 
tors, that the office of the teacher is not to 
transmit knowledge from teacher to pupil, but 
to direct it properly and to stimulate the pupil 
judiciously w^hile he educates himself. The im- 
portance of this i)hilosopliy of teaching is now 
almost universally recognized and practiced by 
all teachers, who understand the mental devel- 

—128— 



IN MODERN TIMES. 

opment of the cliilcl, as it is revealed to us by 
the profound science of psychology. 

He has given us also lectures upon ''True 
Foundation of Science Teaching," ''Pestalozzi'' 
and ''The Cuniculuni of ^lodern Education/' 

Perhaps no other philosopher and scientist, 
in this century, lias exerted more influence upon 
educational thougiit tlum has Herbert Spencer. 
In his "Education; Intellectual, Moral and 
Physical'' he gives his views upon evolution as 
the controlling method in nature. His ideas 
are the result of his investigations, discoveries 
and conclusions in science. 

In his treatise upon intellectual education 
he protests against the misuse of books as in- 
struments in education. He regards books, 
properly, as being means and not ends in the 
acquisition of power, knowledge and skill. More 
important than the book — the mere instrument 
— is the child with an immortal soul, and with 
intellectual faculties to be developed, and to 

—129— 



HISTORY OF EDUCATION. 

be prepared for complete living, to exercise the 
important functions of a useful citizen, etc. 

His works have had a most wholesome influ- 
ence upon the thoughtful minds of the century, 
and many abuses in educational methods have 
been abandoned, and others corrected, as a re- 
sult of his pedagogical philosophy. 

There are several reasons why popular sys- 
tems of education, such as now obtain in Amer- 
ica, have had such a slow growth in Europe. 
The union of church and state, giving rise to a 
system of parochial schools; the excellent pri- 
vate schools, with colleges and universities 
dating back to mediaeval times; lack of race 
homogeneity, Avith different languages and cus- 
toms; religious differences between Protestants 
and Catholics; the conservatism and exclusive- 
ness of the aristocracy — all these influences 
combined had a tendency to leave education to 
individual effort and to denominational zeal; 
and, chiefly on this account, for generations, 

—130— 



IN MODERN TIMES. 

Europe lagged behind America in poiJular edu- 
cational systems. 

Previous to the present century the educa- 
tion of the masses was almost entirely neg- 
lected, when Robert Eaikes, the famous founder 
of the Sunday school, began an agitation 'in 
favor of the education of the English poor 
which, in 1870, resulted in the adoption of a 
compulsory educational system, supported by 
the state, for all children between the ages of 
^Ye and thirteen. 

Now, in every countiy in Europe, systems of 
education for the masses have been adopted 
and are in vogue, and are accomplishing splen- 
did results in educational growth and mental 
development. 

The idea of industrial training, as an inte- 
gral part of the course of study in public 
schools, is now quite prevalent in all parts of 
Europe. The difference in the aim of this char- 
acter of school work can best be understood by 

—131-^ 



HISTORY OP EDUCATION. 

contrastinjj; the methods practiced iu France 
with those that obtain in Germany. 

The French seek to find a direct preparation 
for the trades in their industrial schools, wliih* 
the Germans seek what is purely of an educa- 
tive value to the pupil. from his manual work. 
In other words, the trade schools exist in 
France for the purx)ose of preparino- the pupil 
to earn a livelihood by becoming proficient in 
a trade. In Germany, the manual training:* 
schools exist for the mere educational value to 
be derived by the pupil in such a training, with- 
out any reference or bearing tliat such skill may 
have upon him as an artisan in the future. 

It is a well established fact, also, that con- 
ceptive ideals have much to do with giving a 
practical finish to products in our industrial 
schools. 

This theory of idealism, combined with prac- 
tical utility and ornamental finish, runs 
through the entire scheme of drawing as it is 

—132— 



IN MODERN TIMES. 

taught, respectively, iu Freuch aud Germau in- 
dustrial schools. 

In Germany the Sloyd system of drawings 
does not permit the turning out of products that 
find so ready a sale, when put upon the market, 
as is the case with the more graceful and better 
linished products, which are the result of the 
ornamental system of drawing that obtains in 
the schools of France and Belgium. 

In Europe, during the century just closed, 
we have witnessed a rapid growth in education 
from former systems toward what is more popu- 
lar and more practical; the best theories of the 
past have been combined with the best prac- 
tice of the present; popular systems of educa- 
tion have been adopted by all the nations of 
Europe; industrial schools have sprung up, in 
all lands, devoted to trades and to manual 
training; special schools for the training of 
teachers are now everywhere in vogue; there 
has been an aAvakening toward the establish- 

—133— 



HISTORY OF EDUCATION. 

meut of eleemosynary and charitable institu- 
tions for the weak and the unfortunate. 

Never before in the world's history has so 
much been done, under such excellent methods, 
and by such able instructors for general intel- 
lectual growth and development, as we find to- 
day. Let us hope that this good work may con- 
tinue to grow until the individual — the unit of 
civil and moral force — may find the most ample 
opportunity for the exercise of his moral, intel- 
lectual, and physical powers. 



—134— 



CHAPTER VI. 
Education in the United States 



The one criticism that can be jnstly made 
against the pedagogy of Europe, as a whole, is 
that it has always been essentially aristocratic 
in character. 

Not only would this be true because, in the 
main the forms of government are monarchical^ 
but even in the writings of Herbert Spencer, 
Alexander Bain, and John Locke, we find traces 
of this idea without any apparent comprehen- 
sion of a popular system of education for all 
the people supported by the state, as we find it 
now in our country. 

Almost from the very foundation of our gov- 
ernment it seems that William EUery Ohanning 
and Horace Mann, two of our earliest and 
most prominent American educators, regarded 

—135— 



HISTORY OF EDUCATION. 

a system of popular education as being essen- 
tial in a reijublican form of <>()vernnient, and by 
means of lectures and writings upon education, 
did much to call the attention of the people to 
the supreme importance of education as a pri- 
mary and most essential means of perpetuatin<> 
our free institutions. 

Similar opinions liad been previously ex- 
pressed and a system of public education had 
been boldly urged by such patriots and early 
founders of the republic as (leorge Washington, 
John Adams and Thomas Jefferson, as the 
surest and best means of preserving a govern- 
ment that must depend upon the intelligence 
and the integrity of the people to give it vital- 
izing force and enduring character. This was 
felt to be the more important because, for the 
first time among men, a government Avas to be 
founded in which the masses were to consider 
and to decide every kind of a political and eco- 
nomic question involving the public welfare. 

The principles of civil libert}' ; schemes for 

—136— 



IN THE UNITED STATES. 

the material growth of the eoimtry; (iiiestions 
of education, finance, and those concerning our 
foreign relations were to be discussed and to 
be decided by the people. 

At the polls every man had an ecpial voice 
in making all decisions and determining the 
policy of the government. 

On this account chiefly, and because a high 
degree of intelligence was considered best for 
the individual citizen, from any point of view, 
the establishment and the maintenance of a 
system of education, in the respective states, 
suitable to the masses, under a republican form 
of government, was urged from the very begin- 
ning. 

For more than one hundred and fifty years — 
during the Colonial period — the writings and 
educational efforts were almost entirely re- 
ligious in character; difficulties w^ith the In- 
dians kept the colonies on the defensive; settle- 
ments were sparse in number and far apart: 
poverty and hardship were common — all these 

—137— 



HISTORY OF EDUCATION. 

inHuences combined had a tendency to retard 
the general growth of education among tlie 
early settlers. 

But even during Colonial times there was a 
vast difference in the growth of education as 
shown in the character of the Puritans, who 
settled Massachusetts, and the cavaliers, who 
colonized Virginia. 

The Puritans, having fled from religious per- 
secution and political intolerance, were imbued 
with deep religious convictions and had right 
conceptions of civil liberty for the individual 
citizen, and, therefore, sought to establish a 
government for the intellectual, moral, and po- 
litical development of every member of the 
community. 

If these objects, in any degree, were held in 
abeyance, and no fitting opportunity found for 
their free exercise and wholesome advancement, 
these are to be found more in the untoward cir- 
cumstances of the times than in any desire of 
these Massachusetts settlers to fail in contrib- 

—138— 



IN THE UNITED STATES. 

uting tlieir full share to a normal growth in 
education that found its best fruition in after 
years. 

The gay cavaliers, on the other hand, tak 
ing leave of their mother country more from a 
desire to free themselves from unpleasant 
bodily restraints than because of any compunc- 
tion of conscience, sought the shores of Virginia 
with no definite aim and with no lofty purpose 
in view. 

The efforts of John Smith to teach these 
gentlemen of early plantation fame ^'to swing 
the ax" proved fruitle'ss in his day, nor have 
such attempts startled the world by any un- 
usual degree of success since. 

The character of these early settlers was 
not of a kind to encourage the growth of edu- 
cation, nor to foster a spirit of liberty that 
would include, in its civil benefits, every inhabi- 
tant among these early colonists. ' 

Inheriting more of the aristocratic spirit of 
<:he English ruling classes, and becoming en- 

—139— 



HISTORY OF EDUCATION. 

tirely oblivious of the London prison bars from 
whence they had fled, their conception of edu- 
cation and idea of civil policy, from the very 
first, differed widely from the broad and com- 
prehensive ideas shared by the New England 
settlers. 

The lack of a proper conception of an edu- 
cational system for the masses, and the desire 
to evade the plain injunction of Scripture, 
w^hich declares that ''In the sweat of thy face 
shalt thou eat bread,'' were to be found the two 
principal causes for the tardy growth of educa- 
tion among the Yirignia colonists for genera- 
tions. 

It is said that for half a century after the 
settlement at Jamestown schools were un- 
known. The feeble efforts in this direction 
were confined to private homes, and several gen- 
erations were reared in comparative ignorance. 
The educational spirit of these early times in 
Virginia can best be expressed in the words of 
Sir AAMlliam Berkley: ^'I thank God that there 

—140— 



IN THE UNITED STATES. 

are no free schools, nor printing, and I hope we 
shall not have these for a hundred years; for 
learning has brought disobedience and heresy 
and sects into the world, and printing has di^ 
vulged them and libels against the best govern- 
ment. God keep us from both!" 

True, however, to their aristocratic ideas, 
the same indifference that was manifested 
toward a popular school system did not ex- 
tend to higher institutions for the education of 
the more fortunate few. About seventy years 
after the first settlement in Virginia the col- 
lege of William and Mary was established at 
Williamsburg. Leading citizens subscribed 
liberally in behalf of the founding of this col- 
lege and even a royal grant of 20,000 acres, 
£2,000 in rents, and a tax of a penny a pound 
to support this institution was laid upon all 
tobacco exported from Virginia and Maryland 
to other American colonies. 

Rev. James Blair, a man noted for his emi- 
nent piety and great learning, and who had 

—141— 



HISTORY OF EDUCATION. 

been most active in securing the establishment 
of this college, was chosen its first president. 

In its course of study were embraced divini- 
ty, Greek and Latin, and natural philosophy. 
This was the second college founded in our 
country^ and from its ^^shady groves and classic 
walls'' have gone forth many of those men who 
have been most prominent in helping to mould 
public sentiment and to shape the destinies of 
our country. 

At this early day, with the blighting curse 
of slavery, like the suspended sword of 
Damocles, even then a menace to the public wel- 
fare; with the isolated condition of the popula- 
tion; with wealthy land owners dominating 
both civil and social affairs; with meager sym- 
pathy for the true wor-th in mankind of another 
race, little else could be expected from these 
aristocratic adventurers, who chiefly sought 
their own pleasure, except the production of a 
class of politicians, orators, and gentlemen who 
would seek, in after years, to maintain their con- 

—142— 



IN THE UNITED STATES. 

trol by keeping the masses in ignorance and 
in subjection. 

No review of the early educational history 
of our country, however, would be complete 
without a brief account of the character and 
far-reaching influence that the Puritans ex- 
erted upon the history of pedagogy during 
Colonial times. Unlike the early settlers of 
Virginia the Puritans came to America with a 
fixed purpose, with a grim determination to 
find for themselves permanent homes, and to 
establish a government that should guarantee 
complete religious and civil liberty to every 
person in the colony. 

No pride of birth, no arrogance of rank, was 
to swerve them a hair's breadth from a purpose 
which had become an inseparable part of them- 
selves. They were a people who had deep re- 
ligious convictions, who had literally suffered 
for conscience sake, and who had come to the 
bleak shores of Massachusetts, into the wilder- 
ness of a new world, to risk the hardships and 
—143— 



HISTORY OF EDUCATION. 

to endure the suffering that Avould enevitably 
follow them in a setth^nient among liostile 
Indians, and amid unfavorable surroundings, 
ratlier than to remain in England to become 
either religious dependents or political nonenti- 
ties. 

These earh' settlers Avere brave and fear- 
less men, who dared think for themselves, and 
several of them also had enjojed educational 
advantages at Oxford and Cambridge, and had 
brought with them to the new world correct 
ideas in regard to religious toleration, and en- 
tertained liberal views in regard to the theory 
and practice of comprehensive and far-reaching 
methods of education. 

It is one of the marvels of history to know 
how this band of settlers, within a few years 
after the landing of the Mayflower, being small 
in number, with meagre home comforts, and be- 
ing in constant fear of the scalping knife of the 
Indians, could have established a system of 

—144— 



IN THE UNITED STATES. 

schools that at once placed tliein far in advance 
of European systems of education. 

In 1()3() Harvard college was founded mainly 
through the efforts of Kev. John Harvard, 
after whom this famous institution was named. 
It was opened in 1638 and was patronized and 
sustained by all the New England colonies. 

Also, unlike the Virginia settlers, the edu- 
cational efforts of the Puritans Avere not con- 
fined merely to the establishment and main- 
tenance of institutions for the higher educa- 
tion of the few, but, as early as 1647, steps were 
taken to establish schools in every township 
for the purpose of teaching the children to read 
and write. Not only were i^rimary schools es- 
tablished for this purpose, but provisions w^ere 
also made for the maintenance of grammar 
schools, which were to prepare pupils for the 
university. In other words, a system of edu- 
cation for the masses was established, less than 
thirty years after the Puritans landed upon 
Plymouth Rock, that has proven more far- 

—145— 



HISTORY OF EDUCATION. 

reaching, from an educational i^oint of view, 
upon the destinies of our country than any 
other one act in all our governmental and edu- 
cational history. 

Nor did the other New England colonies 
long lag behind Massachusetts in Avell-directed 
educational efforts. As early as 1650 provisions 
were made for the education of the children in 
Connecticut. 

Ehode Island, Maine, New Hampshire and 
New Jersey, at an early period, adopted sub- 
stantially the same educational system as had 
Massachusetts. 

The Charter granted William Penn in 1711 
contains the following excellent provision in 
regard to the early educational history of 
Pennsylvania: 

^'Whereas, The prosperity and welfare of 
any people depend in a great measure upon 
the good education of youth and their early in- 
troduction in the principles of true religion and 
virtue;, and qualifying them to serve their coun- 

—146— 



IN THE UNITED STATES. 

try and themselves by breeding them in read- 
ing, writing and learning of languages and use- 
ful arts and sciences suitable to their sex, age 
and degree, which cannot be effected in any 
manner so well as by erecting public schools 
for the purpose aforesaid." 

While Maryland made no provision for a 
popular system of education until 1723, and no 
action was taken in this direction in the state 
of North Carolina until as late as 1819, the 
states of Georgia and South Carolina made no 
provision whatever for a general system of edu- 
cation during the colonial period. 

But it has been during the natural period 
that the United States has made such wonder- 
ful advancement along educational lines. 

Although, from the foundation of the gov- 
ernment, a general system for the education of 
the masses was recognized to be necessary to 
the growth and to the perpetuity of our institu- 
tions, yet the early fathers of the Republic 
thought it best that the question of education 

—147— 



HISTORY OF EDUCATION. 

should be left entirely to the respective states. 

In the very beginning of our educational 
formation and growtli, Washington and others 
urjxed the establishment of a national univer- 
sity at Washington, in order to liberalize educa- 
tional ideas, and to check narrow conceptions 
of governmental relations, which might be 
brought about as a result of leaving the subject 
of education entirely to the respective states, 
but no action was taken in the matter. Even 
the plan, now in vogue, of granting certain por- 
tions of the public lands for educational pur- 
poses, had its inception as early as 1785. Upon 
this subject we shall quote from Painter's "His- 
tory of Education,'' viz.: 

''In the ordinance for the government of 
the NortliAvest Territory the sixteenth section 
(one square mile) in every township was set 
apart for the maintenance of i)ublic schools. 
The principle governing this action was stated 
as follows: 'Religion, morality and knowledge 
being necessary to good government and the 

—148— 



IN THE UNITED STATES. 

happiness of maiikiiul, schools and the means 
of education shall be forever encouraged.' Two 
years later an additional grant of two town- 
ships was made to each state for the support 
of a university. As this action was confirmed 
in 1879, after the adoption of the federal Con- 
stitution, every state organized since that time 
has received, in addition to the grant for com- 
mon schools, at least two townships for the pro- 
motion of higher education. In 1848 the thirty- 
sixth section of each township was added to 
the sixteenth for the support of common 
schools. Special grants have been made at dif- 
ferent times. The land granted by the federal 
government for (Mlucational purposes between 
1785 and 18()2 amounts to nearly 140,000,000 
acres." 

Even in 1802, amidst one of the most dread- 
ful civil wars of modern times, which for more 
than four years threatened the very existence 
of the government itself, Tongress made a grant 
of land script to the amount of 30,000 acres for 

—149— 



HISTORY OF EDUCATION. 

each senator and representative for the estab- 
lishment of agricultural colleges in the several 
states. It is estimated that the amount of land 
thus donated under the act was 9,510,000 acres. 

The object of these schools is to encourage 
scientific studies, military tactics, and to 
teach such branches of knowledge as are closely 
related to agriculture and the mechanic arts, 
in order that the industrial classes may 
enjoy the benefits of a liberal and a practical 
education. 

In every state, as a result of the wise edu- 
cational policy on the part of the federal gov- 
ernment, agricultural schools have been estab- 
lished, and in most of them the federal 
apropriations have been largely supplemented 
by state appropriations, as w^ell as, in a few 
cases, by individual donations. 

In the Department of the Interior at Wash- 
ington there has been established a Bureau of 
Education to collect, to preserve, and to dis- 
tribute educational information among the peo- 

—150— 



IN THE UNITED STATES. 

pie. Annually there is issued from said Bureau 
of Education niueli valuable information, in the 
form of reports and circulars, ^yhich is widely 
disseminated in all parts of our country. In 
addition to what the federal government is 
doing for the general encouragement of educa- 
tion among the people, each state and territory 
has its own institutions for higher education, 
and a common school system for the education 
of all the children within its borders. 

In addition to state schools that are supple- 
mented by national aid, there are many excel- 
lent private and denominational schools in 
each state, also, that are doing a most impor- 
tant and necessaiy work for the moral, intel- 
lectual and industrial development of the peo- 
ple. Indeed, such is the interest now manifested 
in industrial education that manual traininir 
and trade schools, together Avith technical 
schools of every character are being made spe- 
cial features in almost every school for the 

—151— 



HISTORY OF EDUCATION. 

higher educatiou of both sexes iu every state 
and territory. 

Ill the soutlierii states, where tlie least 
progress had been made in edncation daring 
the Colonial period, where private and denomi- 
national schools largely prevailed, and where 
the ravages of the Civil War had left the peo- 
ple poor and impoverished, it is highly gratify- 
ing to witness the wonderfnl progress that is 
now taking place, in that entire section, in 
favor of poi^nlar edncation. 

In every southern state it seems that the 
traditions of the past have been apparently for- 
gotten, and systems of public education for 
black and white alike, although the schools are 
separate, are now in vogue. 

The Rev. A. D. Mayo, in speaking upon this 
subject says: ^^The great work has begun in 
earnest. Our northern folk have no concep- 
tion of the rapidly growing i)ower of the edu- 
cational movement in the South. It is popu- 
larizing political parties, shaking up religious 

—152-^ 



IN THE UNITED STATES. 

sects, exciting the drawing rooms, pnlverizing 
'bosses' — civil, ecclesiastical and social." 

Though differing in details, and although 
education is, in the main, regulated by the 
states, yet the general interest in this direction 
which has been exhibited by the federal govern- 
ment, from the very beginning, in encouraging 
and supplementing the efforts of all the states 
for the growth of education, has been the means 
of inaugurating, in the United States, the best 
system of popular education now extant among 
civilized nations. 

In the general scheme of popular education, 
as it now exists in all the states, is compre- 
hended three grades of schools: The primary 
schools, in Avhich are taught reading, writing, 
arithmetic, geograi^hy and English grammar; 
the secondary schools, embracing what is 
known as high schools, graded schools, gram- 
mar schools and academies, in which the higher 
mathematics, foreign languages, history and 
natural sciences are taught; and the colleges 

—153— 



HISTORY OF EDUCATION. 

and universities, in which the course of study 
embraces all the branches necessary to a liberal 
education and to a successful professional 
life. 

In addition to these may be mentioned the 
normal schools, which are designed to train 
and to equip teachers for their professional 
work. 

For the most part these primary and sec- 
ondary schools are supported by local and state 
taxation and the A. and M. colleges by grants 
from the national government. 

Though many of the states have one or more 
institutions for superior instruction, main- 
tained by a direct appropriation from the state 
Leo'islature, and bv <>rants or donations from 
the federal government in aid of agricultural 
and mechanical colleges, yet the great majority 
of our colleges and universities are the result 
of individual effort and denominational zeal. 

In every state there is a Board of Educa- 
tion or a KSuperintendent of Public Instruction, 

—154— 



IN THE UNITED STATES. 

exercising a. general supervision over the public 
schools, while in all minor details the manage- 
ment of the schools is left to local officers, usu- 
ally consisting of county superintendents and 
district trustees. In every section of our coun- 
try great interest is being manifested in educa- 
tional growth and mental development. 

The log huts and temporary makeshifts of 
antebellum days are now being supplanted by 
comfortably built and neatly furnished school 
houses; public sentiment is demanding training 
schools for the education of a better class of 
teachers; school officers are being held to a 
more strict accountability for the faithful dis- 
charge of their duties; the term of the schools 
is being constantly lengthened, and improved 
courses of study and modern methods of teach- 
ing are becoming general everywhere. 

It is true that the leading educators are not 
agreed as to the advisability of a compulsory 
system of popular education, yet it has many 
prominent and earnest advocates in all the 

—155— 



IN THE UNITED STATES. 

states who are ur<^iug its adoption as tlie crown- 
ing step to onr excellent public school system. 

While many reasons are given botli for and 
against compulsory education, yet it seems, on 
the whole, to be gaining ground in our country. 
It has been adopted in Conn(M*ticut, Massachu- 
setts, ^Michigan, Maine, Texas, California, New 
Jersey, and in partial forms in some of the 
other states. 

^Yhile co-education exists in Euroi)e, it is 
not so prevalent a form of education there as 
it is in the United States. In the primary and 
secondary schools of our country it is the gen- 
eral cust(un, in all the states, to permit the 
young of both sexes to be educated together. In 
large measure, too, but not to such an extent 
as in primary and secondary gra<les of schools, 
co-education exists in many of our high schools, 
colleges, and universities. 

There are many reasons given for and 
against co-education, by its respective advo- 
cates and opi)onents, but, on the whole, it is 

—156— 



IN THE UNITED STATES. 

rapidl}^ gaining in public favor, and, in the few 
years of its adoption and trial, it now obtains in 
two-thirds of onr higher institutions of learning. 
One of the most remarkable modifications 
that has been witnessed in our educational 
growth is that which has effected the courses 
of study in our high schools, colleges, and uni- 
versities. 

Instead of sticking dogmatically to the 
study of Greek, Latin and mathematics, which, 
for ages, constituted the only college curricula 
of the past, these courses of study have now 
been adjusted to meet present conditions, and 
to keep pace Avitli the practical demands of our 
times. Hciences relating to nature have sup- 
planted much of mere ancient lore, and modern 
literature, with its advancement in knowledge 
of all kinds, has had a constant tendency to 
enlarge and to modernize our courses of study. 
In keeping step with this advancement in 
knowledge, also, almost all our colleges have 
adopted Avhat are called parallel courses of 
—157— 



HISTORY OF EDUCATION. 

study wliicli now give a choice to tlie student 
iu an elective scheme of study. TTpou this sub- 
ject we quote from President Eliot of Harvard 
college as follows: 

^^Tlie general growth of knowledge and the 
rise of new literatures, arts and sciences during 
the past tAvo hundred and fifty years have made 
it necessary to define anew liberal education 
and hence enlarge the signification of the degree 
of Bac]ieh)r of Arts, Avliicli is tlie customary 
evidence of a liberal education." 



-158— 



CHAPTER VII. 
Among the Negro Population 



No history of educcation concerning our 
country slionld omit an accurate account of the 
education of tlie Negro race since the close of 
the Civil War. 

In the early days of slavery many kind- 
hearted slave holders taught tlieir slaves to read 
and write. Others among the slaves picked up 
their knowledge under the forms of self-culture, 
overcoming difficulties in the achievement not 
easily explained nor understood. Schools were 
established for tlie education of the free colored 
people Avithin the limits of slave territory. These 
schools were, however, mainly located in the 
large cities. But the Missouri Compromise, the 
insurrection of Nat Turner, and the prevalence 
of abolition sentinient in the North served to 
arouse a feeling, in the South, against Negro 

—159— • 



HISTORY OF EDUCATION. 

education. About this time . most stringent 
laws were passed in all tlie slave states prohibit- 
ing Negro education in schools and discourag- 
ing j)rivate efforts for his instruction. 

Notwithstanding these efforts to prevent 
his intellectual advancement, there are many 
instances of persistent individual effort, on the 
part of the Negro, to gain a knowledge of read- 
ing and writing as in the case of Frederick 
Douglass, self-taught, and of John ]\I. Langs- 
ton, who was instructed by his master and 
father; and the same thing can be said of very 
many others. 

Beginning about 1828 every southern state 
began to pass laws prohibiting the education 
of the Negro by legislative enactment. 

But the history of education, as it affects 
the American Negro, began at the close of the 
Civil War in 1805, which resulted in his eman- 
cipation. 

Some statistics bearing upon his education 
will be given as folloAvs: 

—160— 



AMONG THE NEGRO POPULATION. 

The estimated number of children in the 
South (sixteen former slave states and District 
of Columbia) between five and eighteen years 
of age for the scholastic year of 1899-1900 was 
9,094,490. Of this number 6,103,390, or 67.15 
per cent., were white and 2,991,100, or 32.85 per 
cent., were colored. The enrollment show^s 
4,167,489, or 68.28 per cent., of the w^hite popu- 
lation in public schools, w^hile the enrollment 
in the colored schools was 1,539,507, or 51.46 
per cent., of the colored school population. 
The average daily attendance in white schools 
was 2,711,701, or 65.06 per cent., of the white en- 
rollment, and in the Negro schools 957,160, or 
62.17 per cent., of the colored enrollment. 

These facts, stated in a more succinct form, 
show that about one-third of the pupils of 
school age in the South are colored; that while 
a little over two-thirds of the whites are en- 
rolled in the schools, that a little over half of 
the Negroes are also enrolled in schools; that 
the average daily attendance of the colored 

—161— 



rri^^l 



AMONG THE NEGRO POPULATION. 

child is only about 2.89 per cent, behind that of 
the white child. 

The total expenditure of the public schools 
of the South for 1899-1900 was |35,594,071. It 
is estimated that 20 per cent, of this sum, or 
17,118,814, was expended in support of Negro 
schools. 

Since 1870-71, or during a period of thirty 
years, |615,1 03,918 have been expended in the 
South for the education of both races. Of this 
amount |109,000,000 have been expended for 
colored education alone. 

"During the scholastic years 1899-1900, a 
report from ninety-two public high school for 
Negroes shows 8,118 pupils enrolled, with 272 
teachers. There Avere 3,216 pupils in elemen- 
tary grades and 5,232 in secondary or high 
school grades proper. There were 1,083 stu- 
dents in the classical courses, 1,303 in scientific 
courses, 2,788 in the English course, 100 in the 
business course, 206 in the normal course and 
600 in manual training. The number of gradu- 
—163— 



HISTORY OF EDUCATION. 

ates from the high school course of the same 
year was 64G. Of these ninety-two schools 
fifty-nine had libraries aggregating 14,961 vol- 
umes, valued at |13,041. 

In 1899-1900 there were also 145 schools of 
secondary and higher grade for the education 
of colored students and supported by funds 
from private sources. These had enrolled 
37,696 students, 22,043 in elementary grades, 
13,267 in secondary grades and 2,386 in col- 
legiate grades. Of students in secondary grades 
there were 4,881 in training courses for teach- 
ers and 803 of these were graduated. In higher 
education 1,751 students were in professional 
courses and 15,683 of all grades in industrial 
training. 

The following tables, giving statistical in- 
formation, should be carefully studied by the 
reader, who desires to become acquainted with 
the real progress the colored people, in the 
ex-slave states, have made in thirty-five years. 
These facts are gathered from the reports of 
the Bureau of Education for 1899-1900: 

—164-^ 



Per Ct. of per- 
sons 5 to 18 
Yrs. enrolled. 


Colored.. 


CO 


OSOOCOCOlOOOOiHOSC^lOOOOCOOiUti 
^LOD-OOC^ICOCOCOOCOOOOOt-rtHOilO 
■^TJ^OCOrHOOCJoOMi-iaJt^Ort^CO 
COUiCOLOint-COCOlOCOlOrtHlOlOTt^iX) 


r-I 


White... 


^a5^aioocrsMcoc-iHC<ic£>-^OiCDioo 
lOC<^t>■TJ^THt>^(^qLraoI>;<^qoooicor-^o■^ 

COOOrHOOOOOlOCOOOCOlO-^t^-^lO^M 
CO^t>-iX>:Ot-C-lOCC>l>t-CO-X>t>LO'Ot- 


00 


Pupils Enrolled 
in Public 
Schools. 


Colored.. 


cot— OOOOt-CDi— ICOMCOOlOC^lOOOOiO 
(Mi-HLOlOOSt-iMCOloajTHOOOCOMTH 
Tj^_ OO 00_ (M_^ t-^ cq^ CO^ C^__ 00 '^ to O^ CO t-_^ lO tH rH 

M ■* Tj^" ko" tH in a^ rH o M rjT o" uf o" co t-' oo 

Tt<O0 iHTt^asitOt-Tt^OSCOCOlOOlNlr-l 
tH tH THrHrHiHr-lTH 


t- 

o 

lO 

ctT 

CO 


White . . . 


Ot-OCDrHt-C-C^COOrtHiDt-OiasOCDCO 

ortiiHcoc-cnt-irooooot-riHOOrt^coo^co 
oc^'^cqocoiooirtii:ocsj'<*ic\):ooo«5(M 

COM(MCO«500COC^OO<X>OOt-MOOlOT^C<l 
(M(M (MTtiiHrHiHCDC^r-lfOTt^C^CVI 


05 
00 

t^ 

•CO 
rH 


o 

1 ^ 


Colored. . 


rH 05 CO <y3 (^^ T^H (:D lO CO C<j l>; -* ^ M rt^ U5 OS 

cdi^ooiOTt^'oo'^THcsiaitot-^c^iocor-Hco 

rf<<MiHCO-<tiTt<iHlOC<lU5 COCD(MC<l'* 


LO 

00 

CO 


White . . . 


iocoiHix>o:>a5t-coMrHcocq'*ix)iofo-* 
ooo:ocoi>.LOcorfiix)t>'C<iLOCOt--iorjHo' 

COMrHrJ^lOrHLOOOt-^Ori^C^t-^'^^CiO^ 

LOt-30;oiOLO00"<*'t-'<*iaitDcot>-t>'Lpa5 


lO 

rH 

CO 


Estimate No. of 

Persons 5 to 18 

Years of Age. 


Colored. . 


ooooooooooooooooo 
o-^Oi— l'*lt>•a505C5coc^^t^-Ol-^'X)<^3^ 

CO_^ t>-__ Oi^ rH CO 05^ TjH^ lO C<I_ CO^ "* Oi_ Oi lO 00^ M tr- 
rH O" txT lo" t-" o" 00 (m" t>^ rH lo" o" iH TiT o" o" (m" 
OrO Cvlt-OOOir^t-COlOlOrHt-USCOrH 
COrH CO C<l CO CqCOrHC^JM 


rH 
rH 
Oi 


White . . . 


OOOOOOrHOOOOOOOOOO 

cooot-Ttit-iO'*cocot-oo?oco«0'*ia5iro 

CO^ =<1_ rt^^ CO_^ Oi^ CD O^ t-^ 0_ rt^^ a5_ lO 00^ O^ rH C» CO__ 

rHt-a3~iot>^ioiot>^oot>^oootot>^aru:rCTr 
L0C0C0Ttla5Ol^-<^^<;O(^qrHr^00r^THC0o 
COCO •^LO(racsic^ai'^r-i. looofoco 


o 

to 

CO 

o 

rH^ 

co' 






< 


XT 

e 
C5: 

< 


• 03 

OSrH 


Georgia | 

Kentucky '96-'97.| 

Louisiana | 

Maryland '98-'99.| 
Mississippi '98-'99| 

Missouri | 

North Carolina . . j 
South Carolina . . | 

Tennessee | 

Texas 

Virfifinia 


(A 

> 

M 

a; 


o 
o 

3 

o 
Eh 



—165- 



« I 

CD 13 



+J CD 

« a 
^ s 



crt 


a» 


Q 


a 




crt 


cu 


Tl 


bJ3 


0^ 






CD 
>• 


<1 


<I1 





Colored. 



White 



OrHOOi-HOOLOOC-Ot-CXJOt-MMt^lO 
OLOtr-OOOUSlOOrOOOMiOCvlCOOCOOO 
lO lO C<f C£> 00 Co" •*'" TiT LO' lO Co" t-^ C<r CD O 



Colored. 

• 



White. 



Colored. 



OOiH^MlOrOtOlOt-lO'^t-Th^iHlOt- 
t-TJHOTH^CDOSCXDCMOOOOOastOOtOM 

lO-^iH-^sTiLoroooorgooiroiMooOTHco 

rH JO iH iH CO (m" Cvf i-H ?■-: Cq 



LOlOCOOiLOOO'tiMt-LOaST-IOCMOOC^t- 

t^Tt^^DOt~OT-^l:£50Tt^LOl:DCO'^_(^^t^-lO 
a5(^^oc£j(X3r^(^qLQcri(^o':Da5r^t>^0(^qt>^ 



'fi— lOJCOOOCvlTHOOOajCOiMTHOOOOOlO 



'*LO'*r-!COt^t~-COOOaiOO'*OOLOOO 
COtOOlOt— (MOt— lOiOOOlOClOiO^O--^ 



White . 



irOU5!X>C<lt-,-ICOl>-iXiU5iHrOCX5C<lCOC^':t< 
"* t- D^ 00 eg CTi O T-H sO ?r> O' -*__ CO CD 00_ CO_^ l> 
00 C<r Oi CO CO 00 lO O Oi 00 t>- (M O O 05 tH lO 

oi'tiTHrq^c^cooJooico'^aic-O'rhi'* 



03 

Oi ^ 

■ o 

03 ■ 



Oi "■ 

-, oo 

00 crs 

OS " 



03 d 



o o 

03 03 



g72o3'go3. Soo3a3^3 



• .S3 j> 
-^ t^ a> 



-166- 



AMONG THE NEGRO POPULATION. 
AMONG THE NEGRO POPULATION. 



The adult male population (21 years and over). Per 
cent, of illiterates (unable to write) among adult males: 

Native Foreign 

State or Territory. white. white. Colored. 

1 9 10 11 

United States 4.9 11.5 46.8 

North Atlantic Division 2.0 .15.2 16.7 

South Atlantic Division 11.5 11.3 51 . 

South Central Division 11.1 18.8 52.3 

North Central Division 2.9 7.9 27.4 

Western Division 2.4 7.7 36.1 

North Atlantic Division — 

Maine 3.1 21.4 27.3 

New Hampshire 2.0 24.0 19.8 

Vermont 4.1 23.3 19.8 

Massachusetts 9 13.8 14.2 

Rhode Island 2.0 18.2 15.6 

Connecticut 1.0 15.6 13.8 

New York 1.8 12.1 14.5 

New Jersey 2.3 13.4 19.0 

Pennsylvania 2.5 20.2 18.2 

South Atlantic Division — 

Delaware 7.1 17.6 42 . 6 

Maryland 5.1 10.7 40. 5 

District of Columbia 9 5.0 26.0 

Virginia. 12.2 10.5 52.5 

West Virginia 10.7 22.5 37.7 

North Carolina 18.9 5.7 53.1 

South Carolina 12.3 5.2 54.7 

Georgia 11.8 5.6 56.3 

Florida 8.3 9.2 39.4 

South Central Division — 

Kentucky 14.3 8.6 49 . 5 

Tennessee 14.1 7.7 47.6 

Alabama 13.8 8.0 59.5 

—167— 



HISTORY OF EDUCATION. 

Native Foreign 

State or Territory. white. white. 

Mississippi 8.1 9.5 

Louisiana IG . 9 24.6 

Texas 5.8 25.4 

Arkansas 10.5 6.4 

Ol^lahoma 2.7 6.3 

Indian Territory 10.7 16.8 

North Central Division — 

Ohio 3.2 9.6 

Indiana 4.4 9.6 

Illinois .". 2.8 7.8 

Michigan 2.4 10.2 

Wisconsin 1.9 9.3 

Minnesota 1.0 6.4 

Iowa 1.6 5.2 

Missouri 5.4 6.8 

North Dakota 1.0 6.3 

South Dakota 8 4.9 

Nebraska 1.0 5.1 

Kansas 1.7 6.4 

Western Division — 

Montana 8 6.7 

Wyoming 8 7.8 

Colorado 2.4 7.1 

New Mexico 23.6 30 . 9 

Arizona 4.5 30.9 

Utah 1.2 4.6 

Nevada 8 7.0 

Idaho 1.1 5.7 

Washington 5 3.9 

Oregon 1.1 3.4 

California 1.1 8.1 



Colored 


53 


.2 


61 


.2 


45 


.0 


44 


.8 


44 


.4 


35 


.9 


21 


.9 


27 


.7 


18 


.8 


23 


.8 


42 


.2 


35 


.4 


23 


.3 


31 


.8 


64 


.5 


51, 


.6 


16 


.7 


28. 


.7 


39, 


.7 


36, 


.4 


20, 


,6 


72. 


.3 


62, 


.8 


43. 


,3 


58. 


,7 


49. 


1 


31. 





36. 


5 


28. 


1 



-168- 



AMONG THE NEGRO POPULATION. 

It will be seen from these tables that, iu 
thirty-eight years, more than half of the Negro 
population in the United States can write, and 
are, therefore, taken out of the class of illiter- 
ates. 

As an evidence of the remarkable growth 
that the Negro race is making, along lines of 
higher education, it is stated that colored stu- 
dents are freely admitted into and are gradu- 
ated annualh^ from about seventy-three of the 
leading universities and colleges that are under 
the entire supervision of the Avhite race, and 
that there are about sixty normal schools, 
academies and colleges, under control of their 
own race, from whence scores of these students 
graduate annually. 

The most astonishing feature in the educa- 
tional growth of the American Negro, in the 
forty years of his mental development, is to be 
seen in the great number of able colored teach- 
ers that have arisen, in all sections, to instruct 
and to guide his more unfortunate and more 

—169— 



AMONG THE NEGRO POPULATION. 

uiitutorecl fellows. It is true that among the 
27,182 Negro teachers in the United States there 
are, doubtless, very many that are incompetent 
and unworthy of the high places of trust and 
responsibility tliat they are called upon to fill, 
yet hundreds of these teachers, in each of the 
ex-slave states, to the i3ersonal knowledge of the 
author, are as able and conscientious as any to 
be found in the great teaching force of our coun- 
try. 

Possibly in no other country than our own 
would circumstances have permitted an ex- 
slave, in the person of Booker T. Washington, 
a West Virginia lad, utterly penniless and with- 
out pride of bii-th, in face of a caste system 
more galling than that Avhich curses British 
India, to have become, in less than one genera- 
tion, the greatest educational reformer of his 
day. And yet, when we remember that, among 
the Romans, some of the most distinguished 
pedagogues were Gi'eek slaves, it seems only to 
be another remarkable case of history repeat- 

—171— 



HISTORY OF EDUCATION. 

ing itself in the life and public service of this 
noted Negro educator. 

Among other Negro teachers and writers 
eminently worthy of mention may be named 
Prof. W. E. B. DuBois, of Atlanta (Ga.) Uni- 
versity, a native of Massachusetts and a gradu- 
ate of Fiske University, and also of Harvard 
College, who is a profound sociologist and who 
lias Avritten several works of rare educational 
merit. 

Prof. W. S. Scarborough, of Wilberforce, 
University, Ohio, has published ^'First Lessons 
in Greek and the Theory and Functions of 
the Thematic Vowel in the Greek Verb." 

Col. George W. Williams, a native of Penn- 
sylvania, educated at West Newton Theological 
Seminary, has left a ^^History of the Negro 
Eace in America'' as his best legacy to the age 
in which he lived. 

Charles W. Chestnut, a native of Nortli Caro- 
lina, now a resident of Cleveland, Ohio, has 
given to the world in prose fiction ^'The Wife 

—172— 



AMONG THE NEGRO POPULATION. 

of My Youth/' 'The House Behind the Cedars'' 
and the ^'MarroAV of Tradition." 

In poetry Paul Lawrence Dunbar, a native 
of Dayton, Ohio, has given to the human race 
"Oaks and Ivy," ^'Majors and Minors," '^Lyrics 
and Lowly Life," Lyrics of the Hearthstone," 
and other stories. 

Benjamin Banneker was born November 9, 
1731, near Ellicott's Mills, Maryland. Both his 
father and gramlfather were native Africans. 
He attended a private school, which admitted 
colored students. Although his early educa- 
tional facilities were scanty, young Banneker 
soon gained a local reputation as a miracle of 
w isdom. In 1770 he constructed a clock to strike 
the hours, the first to be made in America. This 
he did with crude tools and a watch for his 
model, as he had never seen a clock. 

Through the kindness of Mr. Ellicott, who 
was a gentleman of cultivation and taste, he 
gained access to his valuable collection of books 
and was thus inducted into the study of astron- 

—173— 



History of education. 

omy. In this study he gained great proficiency 
and constructed an almanac adapted to the 
local requirements of Pennsylvania, Virginia 
and Maryland. This was the first almanac con- 
structed in America and was published by (lod- 
dard & Angell, Baltimore. 

Bannecker's Almanac was j)ublished annu- 
ally from 1792 to 1806, the year of his death. 
It contained the motions of the sun and moon; 
the motions, i)laces and aspects of the planets; 
the rising and setting of the sun and tlie rising, 
setting, southing, place and age of moon, etc., 
and is said to have been the main dependence 
li the farmers in the region covered. He lived 
Plainly from the royalty received from this pub- 
iication. 

Banneker sent a copy of this almanac to 
Thomas Jefferson, which elicited a flattering 
acknow^ledgement on part of that philosopher 
and statesman. Bannektn' assisted the commis- 
sioners in laying out the lines of the District of 
Columbia. A life of Banneker was published 

—174— 



AMONG THE NEGRO POPULATION. 

by Hon. J. H. B. Lathrobe, Baltimore, 1845, aud 
another by J. S. Morris, 1854. That Thomas 
Jefferson believed in the intellectual capacity of 
the Negro and appreciated the force of the 
argument that the treatment of this race found 
justification in its assumed low state of mental 
possibility is revealed by his letter to Benjamin 
Banneker, the black astronomer: 

Sir — I thank you sincerely for your letter 
of the lOtli instant, and for the almanac it con- 
tained. Nobody wishes more than I do 
to see such proofs as you exhibit that nature 
has given to our black brethren talents eciual to 
those of the other colors of men, and that the 
appearance of a Avant of them is owing merely 
to the degraded condition of their existence 
both in Africa and America. I can add with 
trutli that nobody wishes more ardently to see 
a good system commenced for raising the con- 
dition both of their body and mind to what it 
ought to be as fast as the imbecility of their 
present existence, and other circumstances 

—175— 



HISTORY OF EDUCATION. 

wlik'li cannot be neglected, will admit. I have 
taken the libert}^ of sending your almanac to 
M. De Condorcet, secretary of the Academy of 
Sciences at Paris and member of the Philan- 
throi)ic Society, because I considered it as a 
document to which your color had a right for 
their justification against the doubts which 
have been entertained of them. I am, with 
great esteem, sir, your most obedient, humble 
servant, THOMAS JEFFERSON. 

Mr. Benjamin Banneker, 

Near EUicotFs Lower Mills, Baltimore Co. 



Among the noted women who have taken 
deservedly high rank, as educators and writers, 
may be mentioned Phyllis Wheatley, who was 
born in Africa and was brought to America in 
17G1. She was bought from the slave market by 
John Wheatley of Boston, and soon devel- 
oped remarkable acquisitive faculties. She ad- 
dressed some lines to Gen. George Washington, 

—176— 



AMONG THE NEGRO POPULATION. 

in response to Avliicli he wrote a courteous letter 
and invited lier to visit the Revolutionary head- 
quarters, where she was received by Washing- 
ton and his officers with marked attention. Her 
principal Avritings are "An Elegiac Poem on 
the Death of George Whitfield," "The Negro 
Equaled by few Europeans." Miss Wheatley 
visited England in 1774 and, after returning 
to Boston, corresponded with such distinguished 
persons as the Countess of Huntington, the 
Earl of Dartmouth, Rev. George Whitfield and 
others. 

Mrs. Fannie Jackson Coppin was born a 
slave in Washington, District of Columbia, in 
1837; was purchased by her aunt and sent to 
Oberlin College, where she was graduated with 
honor. For two years she enjoyed the proud 
distinction of being the first colored person to 
teach a class in that famous institution of learn- 
ing. For thirty years she has held the position 
as principal of the Institute for Colored Youth 
in Philadelphia. "Without doubt she is the 

—177— 



HISTORY OF EDUCATION. 

most tlioroiiglily competeut and successful of 
the colored women teachers of her time, and her 
example of race pride, industry, enthusiasm 
and nobility of character will remain the in- 
heritance and inspiration of the pupils of the 
school she helped to make the pride of the col- 
ored people of Pennsylvania.'^ 

Mrs. Anna T. Cooper Avas born in Ivaleigh, 
Nortli Carolina, and graduated from Oberlin 
College in 1881. She has tauglit at Wilberforce 
University; St. Augustine Normal School, 
Kaleigh, North Carolina, and the Colored High 
School, Washington, District of Columbia, of 
which she is now principal. A book recently 
written by her, entitled ^^A Voice from the 
South,'' has attracted much attention from com- 
petent critics and can justly be regarded as a 
valuable contribution to literature upon the 
race problem. 

Mrs. Mary Church Terrell was born in Mem- 
phi's, Tennessee, and was graduated from Ober- 
lin College in 1881. She has taught at Wilber- 
—178— 



AMONG THE NEGRO POPUi^ATION. 

force University, and at the* Washington City 
High School; she has served as trustee of the 
public schools of Washington, District of Co- 
lumbia, and was the first president of the 
National Association of Colored Women, an 
organization which has grown into such large 
and useful proportions that it has become 
noted as one of the most important and far- 
reaching educational and reform movements of 
our times. In its ranks are to be found many 
of the most useful and most cultured colored 
women in America. They are doing an im- 
mense amount of good in helping to mould a 
wholesome public sentiment and in elevating 
their common sisterhood, especially in the 
Southland. Her father, being a man of great 
wealth, sent her to Europe, where she com- 
pleted her education, and probably acquired the 
refinement in manners, the ornate style in dic- 
tion, and the fluency and persuasiveness as an 
orator, for Avliich she is noted. Being favored 
by nature with rare graces of intellect, combined 

—179— 



HISTORY OF EDUCATION. 

with a personnel of remarkable beauty, Mrs. 
Terrell is, without doubt, one of the most at- 
tractive and striking women among her race 
in this country. 

The following is quoted from her address in 
"The Progress of Colored Women'': 

"And so, lifting as we climb, onward and up- 
ward we go, struggling and striving and hop- 
ing that the buds and blossoms of our desires 
will burst into glorious fruition ere long. With 
courage born of success in the past, with a 
keen sense of the responsibility, which we shall 
continue to assume, we look forward to a future 
large with promise and hope." 

In the education of the Negro also we must 
by no means underrate the potent influence 
of the colored ministry of all denominations 
and in all sections of our land. These ministers 
have, in the main, exerted a moral force, both 
conservative and preservative, in the Negro's 
educational evolution, wliicli will have a dis- 
tinct and most imi3ortant bearing upon his fu- 
ture character building. 

—180— 



AMONG THE NEGRO POPULATION. 

In other parts of the world, too, Avhere little 
or no accouut is made of one's color, as is the 
case in the United States, very much of what 
has been accomplished by those of the '^mixed 
race," in whose veins there is scarcely a visible 
admixture of Negro blood, has not been accred- 
ited to them as a distinct race, and credit is 
given to them only as individuals. 

Notwithstanding this, a careful investiga- 
tion of the facts will show that very many of 
these individuals have w^on imperishable re- 
nown in science, art and literature, and that 
their names deserve to take high rank in the 
pentralia of the world's glory temj)le. This race 
has given to Ilussia her national poet in Alex- 
ander Pushkin, and to France her most distin- 
guished novelist in Alexander Dumas. In this 
country they have adorned all the walks of life, 
inheriting in their gentle graces what is best 
from the i)arent stock in intellectual attain- 
ments, moral force, and refinement of manners. 



-181- 



CHAPTER VlII. 



Education Among the Negro Race — Wrong 
Conceptions of Education 



It is not surprising that in a country like 
tlie United States, wliere the public school sys- 
tem lias been tried for only a few years, com- 
paratively si:)eaking, that there should be many 
wrong conceptions of education. 

While all are willing to admit tliat in gen- 
eral the chief aim of our public school training- 
is to nmke good citizens, 3^et there are many 
ways used for reaching the desired end, some 
of which are radically wrong and are .the out- 
growth of wrong conceptions of education. 

These erroneous views can be considered: 
First. As racial. 

The fact that a man is either white or black 
should be considered a mere incident of birth 

—182— 



AMONG THE NEGRO RACE. 

aud as having no bearing upon either educa- 
tional aims or limitations. Yet, in many of our 
states, the Legislatures have seen tit to enact 
laws to the effect that no Avhite child shall 
attend a Negro school, and that no Negro child 
shall attend a Avhite school. 

The propriety of limiting the course of 
study, in some of the ex-slave states, for Negro 
children and confining their educational train- 
ing to mere elementary branches, has been 
seriously considered, as Avell as the advisability, 
in some of the states, of separating the public 
school funds in proportion to the taxes paid by 
each race. 

Those who urge, as a principle to be insisted 
upon for all time, a separation of th(^ races, in 
our common schools, carry the idea of race too 
far, and lose sight of Ihe fact that the great 
aim in education should be to develop the 
moral, the intellectual, and the physical powers 
of the individual regardless of race. 

No thought of race superiority nor of race 
^183— ■ 



HISTORY OF EDUCATION. 

inferiority slioiild, for a moiuont, be allowed 
to find a pernianent abidin<; i)lace in onr public 
school life. Such a view of the one great edu- 
cational force upon which we must rely to make 
our people homogeneous in ideas, habits, and 
tastes will tend only to make them more hett^'o- 
geueous, as the years come and go, and can but 
prove a great detriment to the perpetuity of our 
free institutions, and a source of great vexation 
to our national life. 

Those who urge separate schools, as a per- 
manent feature of our public school system, cer- 
tainly do not believe that we should be a har- 
monious people. They have yet to learn the 
truth that the right to attend a public school 
is a civil and not a social riglit. In favor of the 
policy of having ever}^ child attend the common 
schools, without distinction of color, it may be 
safely asserted that in states where ^'mixed 
schools" obtain, the relations of the races are 
much more friendly than in states w^here sepa- 
rate schools exist, and that in the ^^mixed 

—184— 



AMONG THE NEGRO RACE. 

schoor' states the ciA'il status of the one race 
is full}^ recognized by the other. In those states 
where "mixed schools" obtain, if race friction 
occurs, it is fi'eqnently caused by untutored 
adults, who have come from states where 
hostile relations have been engendered largely 
on account of separate schools, and because of 
the prevalent sentiment existing in such states 
to deny to negroes their civil rights. 

However, in states where both races approve 
the doctrine of separate schools, it would not be 
good policy to change the present school sys- 
tem. For years, and perhaps for generations, 
separate schools will exist in the southern 
states on account of abnormal conditions, grow- 
ing out of former conditions of servitude, on 
part of the Negro race, and in such states, sep- 
arate school systems must be maintained as a 
means to an end, rather than as an end in itself. 

Second. Iveligious. * 

It is not strange, considering their inexperi- 
ence and the few years that have elapsed since 

—185— 



HISTORY OF EDUCATION. 

their emancipation, to find that, in localities^ 
where the Negro race elect trustees to control 
their own schools, there has been a manifest 
desire to place teachers of their own religious 
denomination in control of their schools. 

Perhaps a decade or more ago this feeling 
was very general among them. It is but just 
to state, howoA^er, that since thev are learning 
more of tlie scope and aims of our great com- 
mon school system they are becoming broader 
in their views of education, and we find that a 
more wlioh'some sentiment is beginning to 
make itself felt; and tlie desire for competent 
teachers, regardless of religious inclinations, 
is becoming to be more general throughout the 
southern states. 

Third. l\elationsliip. 

A frequent liindrance to the advancement 
of education iias been found in the manifest 
disposition of trustees to aiDpoint their relatives 
as teachers in our common schools, in each of 
our states, often at the expense of the pupils, 

—186— 



AMONG THE NEGRO RACE. 

who are supposed to attend school for their 
moral, mental and manual training. 

This species of nei)otism seems to be the 
bane of our common school system, and the 
best and most laudable efforts of superinten- 
dents, and other educators, are often thwarted 
by such questionable methods as trustees 
sometimes resort to in the selection of teachers 
for our public scliools. If it be not the appoint- 
ment of relatives, it is often the selection of 
teachers of their own political party. In either 
case the chief motive is not to obtain the most 
competent teachers from a moral and an intel- 
lectual standpoint, but, often, to reward friends 
from whom they expect to derive either a direct 
or indirect personal benefit. 

The true motive that should actuate school 
boards and trustees in the selection of teachers 
should be the appointment of those who are 
morally, intellectually, and physically fitted to 
do the work reijuired. In such a selection there 

—187— 



HISTORY OF EDUCATION. 

should not enter any question of race, of re* 
ligion, of politics, nor of friendsliip. 

The author is aware that this is not the view 
that generally obtains in this country in tlie 
employment of teachers, and that the practical 
application here of this rule is utterly impossi- 
ble, especially in states where separate schools 
exist. Yet it should be maintained as the ideal 
motive in the selection of teachers, where con- 
ditions are normal rather than abnormal, and 
every true educator should try to create a pub- 
lic sentiment that would make the practical 
application of this principle i^ossible in any 
section of our country. 

In closing this chapter, which gives an ac- 
count of the remarkable growth of the Negro 
race in this country along educational lines in 
less than forty years, in Avhich it has been 
shown that in this brief space of time more than 
one-half of them can write — taking them out of 
the class of illiterates — the author trusts that 
his readers may not consider it in bad taste for 

—188— 



AMONG THE NEGRO RACE. 

him to make a few practical suggestious de- 
signed to help iu the solution of the so-called 
race question. 

It should be borne in mind that true char- 
acter building is a matter of much slower 
growth, as it is also more fruitful in perma- 
nent and substantial results, than can be hoped 
for in the mere acquisition of primitive knowl- 
edge. 

It is too much to expect that a people who 
Iiave just emerged from a bondage of two and 
a half centuries could lift themselves in a little 
more than three decades from the terrible 
depths into which a cruel bondage had plunged 
them. 

In the educational growth of all races hered- 
ity and environment have played a most con- 
spicuous and a most important part. 

After the battle of Hastings it required 
many years before the heterogenous elements 
that entered into the formation of the great 
English speaking race became homogeneous, 

—189— 



HISTORY OF EDUCATION. 

The history of education in this country 
shows that for the moral weakness exhibited by 
the untutored Negro in the past, and for much 
of that which exists at present, the white race 
is largely responsible. 

On the other hand, for the proper growth 
and development of those sterling moral and 
intellectual traits so necessary in his i)rogress, 
as a good citizen, the Negro alone Avill be held 
responsible in the future, and if he does jiot 
fully measure up to the Anglo-Saxon standard 
of civilization he will lose cast among his fel- 
lows and drift into a state of peonage but a 
little better, jyerhaps, than actual slavery 
itself. 

In view, however, of the wonderful educa- 
tional advancement that he has made, no sane 
person can possibly believe that the future of 
the Negro is not bright and hopeful; yet it will 
require time and an abundant exercise of pa- 
tience, on the part of all, before the vexed ques- 
tion of the proper and delicate adjustment of 

—190^ 



AMONG THE NEGRO RACE. 

the relations of the races Avill be effected in a 
manner entirely satisfactory to all concerned. 

The Negro, "him self, mnst learn to exercise 
a keener sense of discrimination in social 
affairs between the good and the bad elements 
of his own race. He mnst positively exert a 
greater moral inllnence on the side of law and 
order, in every community, and effect organiza- 
tions Avith this end in view everywhere. He 
must, unhesitatingly, seek to foster and to 
maintain those highly educative and salutary 
ethical forces that will tend to eh^vate him, and 
that will give him greater cliaracter and conse- 
quence among his fellows. 

He should seek to make his good deeds as 
prominent as many newspapers, i)eriodicals, 
and demagogues now seek to make his evil ones 
heinous and widespread. 

The people of this country Avill have to learn 
that it is wrong to attribute the acts of some 
unfortunate and ignorant Negro to the entire 
race, while similar crimes committed by a white 

—191— 



HISTORY OP EDUCATION. 

man of the same grade are to be considered as 
personal and Jiaving no race bearing. 

Compulsory educational laws, wherever 
feasible, voluntary organizations to promote 
self-culture, churches and Sunday schools, cor- 
rect home training, a strict enforcement of the 
law^s, with a greater degree of mutual forbear- 
ance, will speedily tend to better present condi- 
tions, and allay much of tlie apparent rather 
than real race antagonism that seems to exist. 

In addition to this an educated and an up- 
right ministry, intelligent and upright colored 
men and women given the political and school 
positions in municipality, state and nation; a 
gradual lessening of the army of mendicants 
that, under various pretexts, infest our body 
politic; a marked increase in the ranks of pro- 
ductive industry'; the exclusion of j)olitical 
methods in public schools and in higher insti- 
tutions of learning; the acquisition of the kind 
of education best suited to the condition of the 
individual; a greater disposition to defend the 

—192— 



AMONG THE NEGRO RACE. 

chastity of womanhood; a desire to cultivate 
polite manners; and to seek the inauguration 
and the maintenance of a higher social life will 
greatly and speedily conduce to a better citizen- 
ship in all sections of our country. 



—193- 



CHAPTEK IX. 
Universal Education and Universal Suffrage 



Under a, republi(\an form of goYernment the 
teiid(^uey has ever been toward universal suf- 
frage, regardless of race or sex. 

There may be temporary expedients resorted 
to, in various states, to imi^ede the growth of 
tills sentiment, and to thwart tlie practical ap- 
plication of this principle of government, but 
the accepted theory that all power in a democ- 
racy is inherent in the people causes an irre- 
sistible trend toward universal suffrage, which 
can not be permanently checked by experi- 
mental makeshifts of any character. 

In a republic it is all the more important, 
then, that the doctrine of universal education 
be coupled with the theory of universal 
suffrage, and that no cheap citizenship, no sys- 

—194— 



UNIVERSAL EDUCATION AND UNIVERSAL SUFFRAGE 

» 

tern of peonage, wliicli is usually the result of 
ignorance in the body politic, be permitted to 
flourish to the detriment of our higher civil 
interests. 

To deny to an intelligent and thrifty Negro 
the right of suffrage while permitting its exer- 
cise by an ignorant and shiftless white man can 
never be permitted, as a permanent principle, 
under our tlieoiy of government. Nor is it de- 
sirable to have a large class of persons, as in- 
habitants of a country, who have no intelligent 
interests in its affairs. 

Under a system of universal education only 
does the author believe that, as a general rule, 
it will become possible for every citizen to be- 
come a usefur factor in promoting the welfare 
of the state and national governments, and he 
has no other idea than that this conception 
of wise governmental and ethic policy will ulti- 
mately, obtain in all the states of the Union. 

Any other theory must ultimately lead to 
most disastrous civil results, and can not, for 

—195— 



HISTORY OF EDUCATION. 

a momeut, be tolerated by an enlightened public 
sentiment. 

No pride, of race, however hallowed by 
sacred ^nemories and ancient customs; no 
species of syllogistic reasoning, hoAvever 
cogent, can rid a rational being of the idea that 
an intelligent and productive individual, white 
or colored, is not worth more to the state and 
to the nation, as a civil unit, than an ignorant 
and shiftless one. 



—196— 



CHAPTER X. 
Congregational Schools 



Institutions of learning for the higher educa- 
tion of the cohn'ed race were established soon 
after the close of the Civil War by all denomina- 
tions. 

No one of these, however, deserves to take 
higher rank than those which Avere established 
by the American Missionary Association, 
laraelv under control of the Congregational 
Church. 

These were among the earliest schools 
founded and have been devoted both to higher 
education and to industrial training. 

From these institutions there have gradu- 
ated more than 1,000 students to become lead- 
ers of their people. 

Besides universities and colleges, about 

—197— 



HISTORY OF EDUCATION. 

eighty-four uoriiial and graded schools, Avidely 
distributed throughout the South, have also 
been established by this association. 

Among the most important of these institu- 
tions may be mentioned Howard University, 
Fiske University, Atlanta University, and 
Berea College. 



HOWARD UNIVERSITY. 

This institution was established mainly 
through the efforts of Gen. O. O. Howard, a dis- 
tinguished soldier, immediately after the close 
of the Civil War. 

It is located on the northern edge of the city 
of AVashington, upon a twenty-acre campus, 
both beautiful and elevated. 

It has always been opeu to all nationalities. 

Besides the main building, four stories high, 
containing recitation and lecture rooms, chapel, 
librai'}^, laboratory rooms, museum and offices, it 

—198— 



CONGREGATIONAL SCHOOLS. 

also has a medical building, a law building, and 
industrial building, Miner Hall and Clark Hall, 
the two latter being dormitories respectively for 
3T>ung men and young women. 

This institution is thoroughly equipped and 
has a very able faculty of instructors. 



FIRKE UNIVEKSITY. 

This institution, located at Nashville, Ten- 
nessee, was found(Ml October, 1805, and opened 
January G, 18(50. 

It has a campus of tliirty-five acres, being a 
healthful and beautiful location, about one and 
a quarter miles northwest of the state capitol, 
with buildings and equipment for its educa- 
tional work valued at nearly ¥400,000. 

In 1871 tlie fanu)us Colored Jubilee Singers 
raised |150,000 for the institution besides books 
for the library and other valuable apparatus, 
which efforts largely led to the building up of 
this splendid institution of learning. 

—199— 



HISTORY OF EDUCATION. _ 

The university consists of the followinoj de- 
partments : 

English, Normal, Colh^ge Preparatory, Col- 
lege, Department of Music, Industrial and Theo- 
logical. 

Piske ITniversity has long been justly re- 
garded as one of the very Ix^st institutions in the 
South for the hitiher education of c()l()r(Ml vouth. 



ATLANTA UNIVERSITY. 

Few institutions of learning have done more 
for the higher* (Mlucation of colored youth in the 
South than Atlanta University. 

It is located at Atlanta, Georgia, and was 
established soon after the close of the Civil 
War. 

Industrial training is here combined with 
collegiate and academic instruction, and both 
made compulsory upon all students. The man- 
ual training, rather than the trade school idea, 
obtains here. 

--200— 



CONGREGATIONAL SCHOOLS. 

Since it is the especial desii;!! of Atlanta 
University to supplement the work of secondary 
schools, and to begin the advanced educational 
work at the point where they leave off, the stan- 
dard of admission to this institution is of a 
rather high character. 

While this institution, like Berea College, is 
an outgrowth of efforts put forth by the friends 
of the Negro, at the close of the Civil War, for 
his educational and moral advancement, yet it 
is now chartered, is controlled by an independ- 
ent board of trustees, is undenominational, but 
earnestly Christian, in character. 

The university owns sixty-five acres in At- 
lanta, with four large brick buildings and other 
property, valued at nearly $400,000. 

Many of our best educators and leading pro- 
fessional men in the South have graduated from 
this institution. 



-201- 



HISTORY OF EDUCATION. 

BEIIEA COLLEGE. 

Possibly one of the most uiii(iiie iiistitutious 
of learning, in onr land, viewed from almost any 
standpoint, is Berea College. 

Founded in 1856, by Jno. G. Fee and Cassius 
M. Clay, two native Kentnekians and anti- 
slavery men, it opened its doors to the colored 
race in ISOd as a further protest against the 
spirit of caste, and there Hocked to it imme- 
diately white and colored students from the 
North, white Kentuckians from the mountain 
regions of that state, and colored students from 
the ^'Blue Grass" regions of the '^Dark and 
Bloody Ground." 

For more than a generation this institution 
has done its work quietly and effectively^ with- 
out the least friction, bestowing its great edu- 
cational benefits equally upon the ''brother in 
black," as well as the "brother in white," until 
quite recently, when the Kentucky Legislature 
passed a law prohibiting the further education 
of both races at this college. 

—202— 



CONGREGATIONAL SCHOOLS. 

The autlior of this book, being an alumnus 
of tliis institution, makes the prediction that tlie 
period covering the time, be it long or short, 
when Berea College will be closed to the colored 
race by legislative enactment, will be known in 
future as the ^'Dark age in Kentucky." 

Since, in more than two-thirds of our states, 
and in our best institutions of learning, includ- 
ing Harvard and Yale, Negroes are permitted in 
the same schools with their white fellow citi- 
zens, tlie exclusion of colored students from 
Berea College Avould be laughable were it not 
lamentable. 

No good reason can be given why the wdiole- 
some educational conditions heretofore existing 
at this college should not have continued. 

No sane man can doubt but that at some 
future time the people of Kentucky will repeal 
this iniquitous law, which denies adpiission into 
Berea College to her colored citizens. 

This institution is not denominational, al- 
though thoroughly Christian in character, and is 

—203— 



HISTORY OF EDUCATION. 

managed by a board of trustees, representing 
all the leading denominations, ho one of which 
has a controlling influence. 

Berea College has buildings and equipment 
valued at more than |150,000, a library of over 
15,000 volumes, and an attendance of over COO 
students, nearly one-third of whom were col- 
ored. 

It also has a considerable endowment fund. 

The institution includes Collegiate, Normal, 
and Industrial Departments, and has been do- 
ing splendid work for the cause of general edu- 
cation among the colored people and the moun- 
tain wliites who most needed the Christian edu- 
cation afforded by Berea College. 



—204- 



CHAPTER XI. 
Independent Schools 



HAMPTON INSTITUTE. 

Of all institutions that admit colored stu- 
dents, Hampton Institute has been the most dis- 
tinctive in encouraging industrial education as 
the best means of reaching the masses and im- 
buing them with the proper ideas of self-re- 
liance and self-hell) through trades that would 
enable them to gain a livelihood, to acquire and 
improve their homes. General Armstrong, the 
founder of Hampton Institute, felt that this 
character of training could only be given in in- 
dustrial training schools to colored youth, since 
it was the tendency of trade unions to aid wdiite 
youth to learn trades while discriminating 
against colored youth. 

—205— 



HISTORY OF EDUCATION. 

Very early was solved, at this institution, 
what had been considered the difficult problem 
of correlating academic and industrial educa- 
tion by restricting manual training, because of 
its purely educative value and bearing, to those 
who take a strictly professional course, and giv- 
ing a course of thorough training in the trades 
to those desiring to become mechanics — skilled 
artisans. 

It is probably due to this institution more 
than to any other, where colored students at- 
tend, that the industrial idea has lilayed such 
an imi^ortant part, in recent years, in the train- 
ing of the Negro youth of our land. 

Tuskegee Institute, and many other schools 
of less note, are products of Hampton Institute, 
and it is safe to assert that the influence of this 
institution of learning has been felt in every 
state and almost every community in the United 
States through the efforts of Booker T. Wash- 
ington, the noted colored leader, in advocating 
the doctrine of industrial education, and scores 

—206— 



INDEPENDENT SCHOOLS. 

of other sliideufs, both men and women, who 
have become skiHed in the trades, have been 
students of Hampton. 

The Hampton Normal and Agrienltural In- 
stitute, with General Armstrong, a distin- 
guished soldier in the Civil War, who served as 
its first pi-esidont for twenty-five years, began 
its work in April, 1868. 

Being fostered by the American Missionary 
Association, as were many of these early schools 
for the Freedmen, it began with two teachers 
and fifteen students in an old brick mill and 
barracks which had done service in the Civil 
War. 

In thirty-seven years this school has grown 
so that it has an attendance of more than 1,000 
students, including Indians, representing ten 
states and territories, with eighty officers, teach- 
ers and assistants, with fifty-five bui|dings, well 
equipped for both professional and industrial 
training. 

The institution was chartered by a special 

—207— 



HISTORY OF EDUCATION. 

act of the General Assembly of Virginia in 
1870, but is not owned nor controlled by either 
the State or Federal Government, but by a 
board of seventeen trustees, scattered over dif- 
ferent sections of the country, and composed of 
six religious denominations, no one of which is 
in control. 

The value of school property is more than 
$000,000, with an endowment fund of nearly as 
much. 

It receives aid from the state of Virginia for 
its agricultural work, and from the Federal Gov- 
ernment for the board and clothes of the Indian 
students. 

It also receives aid from both the Peabody 
and Slater funds, but these are all wholly inade- 
quate to meet its demands, which amount to 
over 175,000 annually, and which are supplied 
by contributions from the public. 



—208— 



INDEPENDENT SCHOOLS. 

tuskegep: institute. 

The history of Tuskegee Institute, the now 
famous Negro institution of learning, reads like 
a romance. 

It recounts the early struggles of a Virginia 
youth, friendless and pennyless, afterwards an 
alumnus of Hampton Institute, who in some 
mysterious way, almost unknown to himself, 
had suddenly cast his lot in the ^^black belt'' of 
Alabama, where, amidst unpropitious surround- 
ings, he was subsequently to found one of the 
most famous institutions of learning for Negro 
youths in the New World. 

Like many other schools of like character, 
Tuskegee Institute began in 1881, in an humble 
church and two shanties, with one teacher and 
thirty pupils, with an appropriation of $2,000 
from the state for the payment of teachers. 

Now there are about eighty instructors and 
other persons connected with the management 
of the Institute, more than 1,000 students in at- 
tendance, nearly fifty buildings, 1,100 acres of 

—209— 



HISTORY OF EDUCATION. 

landj property valued at a quarter of a million 
dollars, besides a handsome endowment fund of 
a half million dollars. 

It is scarcely necessary to say that the indi- 
vidual who has achieved all this in less than a 
quarter of a century is Booker T. Washington, 
its founder, and, in the judgment of the author, 
the greatest educational reformer of this age, 
white or colored. 

Almost with n prophetic eye, seeing the 
great need of his race for industrial growth and 
commercial opportunities, Mr. Washington be- 
gan to develop his school along the lines which 
he had so well learned at Hampton, and without 
being at all inimical to higher education for the 
professional few, sought to confer the great 
boon of industrial education upon the masses 
through his students, w^ho are so taught that 
their earning capacity is vastly increased, and 
in this way, it is his aim to bring about reforms 
in the home life of those in the South who had 
seen little hope beyond living in a one-room 

—210— 



INDEPENDENT SCHOOLS. 

cabin, with a credit and mortgage system as a« 
perpetual menace and barrier to tlieir progress. 
Tliis worlv is being done by means of the excel- 
lent training he is giving to those who attend 
in Normal, Industrial, and Theological Depart- 
ments. 

In spite of itself, Tuskegee Institute has 
grown until it is destined to become a great uni- 
versity, embracing all i)ossible phases of educa- 
tion. 

Tlie institution is undenominational, but 
thoroughly Christian in character, and is con- 
trolled by a board of trustees selected from dif- 
ferent sections of the country. 



-211— 



CHAPTER XII. 
State Schools 



STATE NORMAL, AGRICULTURAL AND 
MECHANICAL INSTITUTIONS. 

In all the ex-slave states where separate 
common school systems obtain, there are estab- 
lished ^'State Normal, Agricultural and Me- 
chanical Schools" for the education of colored 
youth, bearing the same relation to the colored 
common school s^^stem that state universities 
and state normal schools for white persons bear 
to the common school system for that race. 

It is the design of these schools to give such 
a normal training as will best fit one to become 
a teacher in the public schools of their respec- 
tive states, and also to encourage the pursuit of 
agriculture and the acquisition of trades along 

—212— 



STATE SCHOOLS. 

those lilies that tend to a more intelligeiit and 
thrifty citizenship for the colored race. 

These schools differ some in the nnniber and 
size of bnildings, in the number of pupils in at- 
tendance, and the size of the faculty, but all 
have, in the main, the same design, and differ 
very little in the character of work done. 

As a rule, however, the schools in the South 
are doing niore along industrial lines than like 
schools in the border and Western states. 

They are all doing splendid work for the 
cause of general education, and have done very 
much to prepare qualified teachers for the pub- 
lic schools of their respective states. 

These schools are controlled in some of the 
states by boards of regents appointed by the 
governor, and confirmed by the Senate; in other 
states by regents, either a])pointed by the Leg- 
islature, or by the Board of Curators which has 
control of the State University for white per- 
sons as well as of the colored state institution. 

—213— 



HISTORY OF EDUC!ATION. 

The president and facnlty of all these schools 
consist of colored jiersous. 



The State Normal and Industrial School at 
Normal, Alabama, began in the city of Hunts- 
ville, Alabama, Maj 1, 1875, first in a little 
church, then in houses rented for school pur- 
poses, until September 1, 1882, when a lot, near 
the city, consisting of five acres of. land, upon 
which stood several buildings, was procured, 
for tlie permanent location of the school. 

The school began without a dollar's worth, 
of property, with one teacher, and nineteen pu- 
pils, and an appropriation of |1,000 annually. 

In three 3^ears its annual allowance had 
doubled, it had four teachers, with an attend- 
ance of 200 pupils. 

By this time the outlook for the school was 
so promising that contributions were made from 
the Peabody and Slater funds, and an appro- 
priation of |4,000 annually was made by the 



State Legislature. 



-214— 



STATE SCHOOLS. 

Subsequently the Alabama Legislature 
granted the institution a portion of the money 
derived from the Congressional Land Grant Act 
of 1800, known as the Morrill Fund, for the more 
Complete Endowment and Maintenance of Col- 
leges for the Benefit of Agriculture and the Me- 
chanic Arts,'' and thus recognized its right to 
exist henceforth as a full fledged State institu- 
tion. 

The institution now has a faculty of forty- 
one instructors, more than 500 students, with 
2,047 volumes in its library, with 182 acres of 
land, with school buildings valued at |29,654, 
and witli an equipment valued at 111,960. 

There are seven departments, as follows: 
(1) Normal, (2) Normal Preparatory, (3) Model 
School, (4) Bible Training, (5) Music, (G) Busi^ 
ness, (7) Industrial. 

The success of this institution is largely due 
to the persistent and self-sacrificing efforts of 
President W. IT. Councill, whose biographical 
sketch appears elsewhere in this volume. 

—215— 



HISTORY OF EDUCATION. 

The Branch Noriiml Collej^c, hxated at l*ine 
BluiT, ArkansaH, has a faculty of ten instructors 
and an attendance of more than 200 students. 
It has 1,1G0 vohnnes in tlie library, twenty acres 
of land, buildinj;s valued at |1 8,000, with an 
equipment valuc^d at 1 12,500. 



The Delaware State College, located two 
miles north of Dover, was established by an act 
of the Legislature in 1891, on a tract of land con- 
sisting of 100 acrey. It is the latest Htate col- 
ored school to be established, and being the one 
located the furthest North of any others, it does 
not have such an opportunity for growth as 
nian^^ of the others that are located where the 
colored population is larger. It has 350 vol- 
umes in its library, buildings to the value of 
112,800, and an equipment valued at |9,000. 



The State Normal and Industrial College, 
located at Tallahassee, Florida, has a faculty of 

—216— 



STATE SCHOOLS. 

fourteen instructors, with more than 200 stu- 
dents. 

It has a library of 778 volumes, several 
acres, with buildings valued at 130,044, and 
with an equipment valued at |5,000. 



The Georgia Industrial College for Colored 
Youth is located at College, Georgia. 

It has a faculty of fifteen instructors, with 
about 500 stuilc^nts in attendance. There are 
300 volunses in its library, 80 acres of land, Avith 
buildings valued at |32,433, and with equip- 
ments valued at #3,144. 

This institution has been mainly built up 
through the elforts of President E. K. Wright, 
an able educator, whose biographical sketch is 
given elsewhere in this volume. 



The State Normal and Industrial Institute, 
'Orated at Frankfort, Kentucky, began its first 
session in October, 1887, with the author of this 
volume as its president, serving eleven years in 

—217— 



HISTORY OF EDUCATION. 

that capacity, with one other teacher, with 
about a score of piix>ils in attendance, in a build- 
ing consisting of four scliool rooms and a 
chapel, and one fianie buihling as a residence 
for teachers. 

Tlie inslitiilion has so grown until it noAV has 
a faculty of ten, with an euioUuieut of .*>00 stu- 
dents. 

There are 701 volumes in its library, and 
endowment fund of 120,025, with 300 acres of 
land, school buihiings valued at |22,093, and 
with an equiiuneut valued at |1 0,000. 

Southern University, located at New Or- 
leans, Louisiana, has a faculty of fifteen instruc- 
tors, and an a1 tendance of about 400 students. 

It has 2,003 volumes in its library, 104 acres 
of land, w^ith buildings valued at |45,395, and 
with equipment valued at 111,107. 



Alcorn Agricultural and jMechanical College 
is located at Westside, Mississippi. 

—218— 



STATE SCHOOLS. 

It has a faculty of sixteen instruetors and 
over 300 students in attendance. 



There are 5,200 volumes in its library, and 
endowment of |113,5T5, with 380 acres of land, 
buildings valued at |(jO,000, and equipment val 
ued at $65,000. 



Lincoln Institute, located at Jefferson City, 
Missouri, has fifteen instructors and 300 stu- 
dents in attendance. 

There are 400 volumes in its library, Avith 
thirty-nine acres of land for experiments in ag- 
riculture, Avith buildings valued at |G0,000, and 
witli an equipment of $5,600. 



The Agricultural and Mechanical College for 
the Colored Kace in North Carolina is located at 
Greensboro. 

It has a faculty of nine instructors, Avith 
nearly 200 students in attendance. There are 
750 volumes in its library, Avith 125 acres of 

—219— 



HISTORY OF EDUCATION. 

land, witli buildings valued at |42,300, with ah 
equipment of |15,000. 



The Colored Agricultural and Normal Uni- 
versity of Oklahoma is located at Langston. 

It has seven instructors and 172 students in 
attendance. 

There are ten volumes in its library, with 
120 acres of laud, buildings valued at |15,000, 
and an equipment of |2,000. 

See biographical sketch of its president, In- 
man E. Page, elscAvhere in this volume. 



The Colored Normal, Industrial, Agricul- 
tural and Mechanical College of South Caro- 
lina is located at Orangeburg. 

Its faculty numbers twenty-seven, with 
nearly 700 students. 

It has GOO volumes in its library, an endow- 
ment fund of 105,900, with 130 acres of land, 
buildings valued at |78,500, with an added 
equipment of $27,000. 

—220— 



STATE SCHOOLS. 

The Prairie View State Nonual and Indus- 
trial College of Texas is located at Prairie View. 

It has a faculty of twenty-one in number, 
with an attendance of nearly 300 students. 

There are 800 volumes in its library, an en- 
dowment of ?1,500, buildings valued at |T8,600, 
with an equipment of Jif(),687. 

The West Virginia Colored Institute is lo- 
cated at Institute. 

Its faculty consists of thirteen instructors, 
and there are nearly 200 students in attendance. 

This institution has 1,560 volumes in its li- 
brary, has thirty-one acres of laud, buildings 
valued at f (U,500, with an equipment of |24,000. 



-221— 



HISTORY OF EDUCATION. 




BISHOP H. M. TURNER, D.D., LL.D., D.C.L. 
President of the Council of Bishops. 



—222— 



CHAPTER XIII. 
The A. M. E Schools. 



Among tlie moral, religions and intellectual 
forces contributing to the elevation of the col- 
ored race is the A. jM. E. Church, Avhich was first 
organized at I*hiladelphia in 181G, by Richard 
Allen and others, as a protest against the spirit 
of Caste then so rife among the Protestant 
churches of the United States. 

The A. M. E. Church has always been re- 
garded by its folloAvers as being an outgrowth 
of necessity, and as being born of a manly spirit 
of religious self-respect, which found its high- 
est type and best representative in the person 
of Richard Allen, its founder, hero, and first 
bishop. 

To recount the early struggles of the fathers 
of this church is almost to review^ the lives of 

—223— 






■U 










THE A. M. E. SCHOOLS. 

martyrs to a cause which they held to be as 
dear as life itself, and on account of which no 
sacrifice was ret>arded as beino too great, and no 
j)rivation <leeined too severe. 

Smarting under tlie spirit of a galling race 
discrimination, practiced in the churches of 
tliese early days, Allen and his followers with- 
drew from their white brethren for the purpose 
of establishing a branch of Methodism, where 
they could enjoy complete religious freedom un- 
der their own leaders without loss of self-re- 
spect and independent manhood. 

With meager beginnings, in spite of pov- 
erty, discouragements, and almost insunnount- 
able barriers, this church has grown in less than 
a hundred years from a mere handful of earn- 
est men and women, gathered in a blacksmith 
sho]), until it now has thirteen bishops, eleven 
general officers, twenty-five institutions for 
higher education, with a membership of more 
than 700,000 communicants. 

No organization among the colored race is 

—225— 



HISTORY OF EDUCATION. 

stronger in ecclesiastical polit}^, and more po- 
tent in tlie moral, religious and educational 
growth of our people. 

Both in this countr^^ and in foreign lands its 
ethical teaching is not only widespread and 
most wholesome, but its inliuence along these 
lines is now being felt and is rapidly growing 
in Africa and the isles of the sea. 



W I LBERPOROE UNIVERSITY. 

As early as September 21, 1844, steps Avere 
taken by the Ohio Conference of the A. M. E. 
Churcli for the establishing of an institution of 
learning. 

These efforts led ultimately to the founding 
of Wilberforce University, near Xenia, Ohio, 
now the oldest and the leading educational in- 
stitution of the A. M. E. Church. 

Since the establishment of Wilberforce, 
twenty-five otlier educational institutions, em- 
bracing work done in Primary, Parochial, 

—226— 



THE A. M. E. SCHOOLS. 

Graded School, Industrial, Normal, Scientific, 
Collegiate and University Courses, both in the 
United States and foreign lands^ have been or- 
ganized and are being maintained by this 
church. 

This institution has done a wonderful work 
for the intellectual and moral growth of the A. 
^f. E. Church as well as for the entire colored 
i-ace throughout the world. 

Wilberforce I^niversity consists of the fol- 
lowing departments: Theological, College, Nor- 
mal, Industrial and Musical. 

Bishop Daniel A. Payne, through whose ef- 
forts the school was purchased for the A. M. E. 
Church for |10,000 on the 10th of March, 1863, 
and who subsequently secured an appropriation 
from the General Government, and donations 
from trust funds as well as from individuals, to 
build up and to maintain it, was its first presi- 
dent, and acted in that capacity for thirteen 
years. 

—227— 



HISTORY OF EDUCATION. 

Bishop Payne was succeeded in 18T() by Pres- 
ident B. F. Lee, who largely brought it up to 
its present efficient standing to rank as one of 
the greatest educational institutions of our 
country, widening its educational scope, 
strengthening its faculty, and ])utting it u])on a 
better tinancial basis. 

President Lee was succ( echMl in 1884 by Pres- 
ident S. T. Mitcludl, through whose efforts, in 
the main, the State of Oliio agreed to make an 
annual appropriation to establish and to main- 
tain its Industrial Department, thus at once 
practically placing the institution upon a firm 
and self-sustaining tinancial basis. 

Among the valuable buildings, Avhich are 
both beautiful and commodious, may be men- 
tioned Main T^niversity Hall, Normal Hall and 
Payne Theological Seminary. 

The seat of the institution occupies 192 acres, 
being a healthful and beautiful location, besides 
owning 1,250 acres of eastern Kentucky coal 
lands, with a handsome endowment fund, and 

—228— 



THE A. M. E. SCHOOLS. 

with splendid equipiiients in all the bnildings. 
Total valne of school pi()])ertY is $171,400. 

Oyer 300 stndents are eniolled here annn- 
allv, representing all the states. 

Wilberforce University nnnibers among its 
graduates, both men and women, many Ayho 
haye done remarkable work as preachers and 
teachers, for the colored race eyerywliere. 

The present president is Key. Joshua H. 
Jones, who is proving to be a most worthy suc- 
cessor to the three able presidents who have 
preceded him. 



MOKKIS BROWN COLLEdE, 

Located at Atlanta, (leorgia, was estab- 
lished through the (^forts of Bishop W. J. 
Gaines in February, ISSl. 

To buy the grounds, consisting of four acres, 
and fronting three streets, in the very center of 
Atlanta, Bisho]) Gaines paid the first f 1,000 out 
of his o^yll pocket, and the remainder of the 

—229— 



HISTORY OF EDUCATION. 

piircliase money of |3,500 Avas contributed by 
the Georgia Conference. 

Morris Brown College now consists of tb(^ 
following departments: Theological, College, 
Law, Missionary, Normal, Industrial and Musi- 
cal. 

The buildings and grounds are now^ worth 
nearly 175^,000. 

It has an able faculty and an attendance of 
about 400 students. Rev. J. T. Flipper, a man of 
strong intellectual force, and w^ho is splendidly 
equipped for the work, is the president of the 
institution. 



WESTERN UNIVERSITY. 

In a communication to the Journal, Frank 
Nelson of Lindsborg, Kansas, writes as follows 
concerning Western University, a school 
founded by Rev. Edwin Blatchley, a Presby- 
terian minister, at Quindaro, Kansas: 

Quindaro is beautifully located amid woods 
and hills, a few miles above Kansas City, Kan- 

—230— 



THE A. M. E. SCHOOLS. 

sas. Key. Blatcliley organized the school along 
piireh' literary lines and maintained it largely 
through his own means and efforts. But very 
little encouragement was given him. It was a 
hard struggle. Debts were incurred. At the 
time of his death, in 1877, the laud upon which 
the institution was located was about to be sold 
for taxes. At this critical period of the work 
a noble woman, Mrs. Mahala Endicott, came to 
the rescue of the institution. She lived iii St. 
Joseph, Missouri, and walked all the way to 
Kansas City to interest Eev. B. F. Watson, pas- 
tor of the A. M. E. Church, in the school prop- 
erty. Mrs. Endicott had an abiding faith in the 
future of the Negroes of the West. A number of 
ministers and laymen of the church, notably. 
Rev. Mr. AVatson, Rev. J. C. Embry, D.D., Rev. 
John Turner, and Mr. Corvine Patterson, inter- 
ested themselves in the matter. As a result, 
the A. ]\r. E. Church secured control of the land 
and the work was made secure for the future. 
After the death of Dr. Blatchley the work 
—231— ' 



HISTORY OF EDUCATION. 

was practically at a standstill for some time. 
There was no s])(Mi(ic organization and no cen- 
tral authority. 

In the early 'SOs J^isho]) John Brown, of the 
A. M. E. Chnrch, bron<>ht the question of Negro 
education at (^uindaro before the session of the 
Fifth Episcopal District Conference, and it was 
decided to resume the work along broad and 
definite lines. It was the action taken by the 
Conference at this time that really prepared the. 
way for Western University, the institution ol 
learning that stands in the histoiic A^alleys of 
Quindaro to-day as the liop(^ and pride of the 
Negroes of the West. 

TJcA'. J. C. l^ooth took charge of the school 
after the new organization Avas effected. Whih^ 
but little progress was made during his admin- 
istration in the upbuilding of the school, he, 
nevertheless, succeeded in clearing the title of 
the i)roperty. lie was succeeded by Rev. P. 
Jesse Peck. 

A new impetus was given to the woi*k in 

—232— 



THE A. M. E. SCHOOLS. 

1880, when Bishop T. M. Ward was assigned (o 
the district. He was very enthusiastic over the 
work at (^nindaro and rallied the people to its 
support. During his administration the founda- 
tion was laid for the first building on the I^ni- 
versitv campus. This building is now known 
as Waid's Hall. 

Kight Rev. J. A. Handy succeeded Bishop 
Ward in 1892. He had so much faith in \yest- 
ern University that he put his own money into 
the work and gave generously of his time and 
labor to the organization of the school. In 189(3 
Bishop Handy made arrangements Avith Prof. 
^^^ T. Vernon, who was then principal of schools 
at Lebanon, Missouri, to take charge of the 
work. The selection prov<'(l a wis(^ one. H is 
(hiring Professor A^ernon's administi-ation that 
Western I^niversity has made its most rapid 
progress along broad and useful lines of edu- 
cational work. 

Prof. William Tecumseh Vernon, president 
of Western University, is a remarkably able 

—233— 



HISTORY OF EDUCATION. 

man, and fills a big place in the educational 
work for liis race. He was born of ex-slave j)a- 
rents in a little log cabin in the country near 
Lebanon, Missouri, July 11, 1871. At the age of 
15 he finished the public schools of Lebanon, 
Missouri. In the fall of 1886, he entered Lin- 
coln Institute, Jefferson City, the Missouri State 
School for Negroes. He worked his way through 
school by serving as janitor, hotel waiter, and 
doing other forms of manual labor. 

He graduated with class honors June 13, 
1890. So limited were his means of support 
that upon graduation day he did not have 
enough money with whicli to buy his dinner. 
The summer following his graduation was spent 
as a waiter at a summer I'esort. In the fall of 
the same year Professor Vernon was elected 
teacher of the colored public school at Bonne- 
Terre, Missouri. It was now that his educa- 
tional career began. Tw^o years later he was 
elected principal of the Lebanon schools. Here 
he remained four years. During this time he 

—234— 



THE A. M. E. SCHOOLS. 

made himself well known in the educational 
work of the state. In studying the educational 
needs of his people, Professor Vernon became 
fully convinced that Booker T. Washington's 
idea of the Negro education is the correct one. 
He resolved that if an opportunity came he 
would make an effort along that line in tlie in- 
terest of liis race. In the fall of 1896 the oppor- 
tunity presented itself. He was called to the 
presidency of Western University, and at once 
took hold of th.e work with vigor and enthusi- 
asm. Some idea of Professor Vernon's vicAvs 
may be gained from the folloAving: 

"We Avould place tlie Negro boys in a i^osi- 
tion to do for themselves as does the average 
white boy. Given a chance^ f hej^ will hold their 
own; they will demonstrate their true Avorth. 
The true Negro boy, if idle, cannot hope to equal 
the Avliite boy Avhen that white boy is busy from 
the Aery day lie leaA^es school until the day of 
his death. These youths must be intellectually 
educated to the higher professions, industrially 
—235— 



HISTORY OP EDUCATION. 

educated to agriculture and the t^ade^^, morally 
educated to know liow to do the right, 

"We do not say that Ave must all be trades- 
UK^n, but we do say tliat Ave should be placed 
above idleness and ])ut into the ac<iuisition of 
Avealth, the acquiring of realty holdings, the 
building up of the sanctified liome, whence 
comes the buhvark of our people.'- 

As a result of Professor N^ernon's untiring- 
efforts and the liberal su])p()rt of the State, 
AVestern T^niversity to-(hiy has an enrollment of 
150 students. A seven-year college course has 
been established and Avork is offered in the fol- 
lowing d(^])artments: Theological, Classical, 
Normal, Sub-normal, ^lusical (vocal and i)ian()), 
Industi-ial, Avitli courses in Mechanical DraAV- 
ing, Carpentry, Printing, Dressmaking, Tailor- 
ing, T>usiness ('ours(% Shoi-thand and TypoAvrit- 
ing, .\gTicultur(% Cooking and Laundering. 
Professoi- Vernon is striving to raise the liter- 
ary standard of the university Avhile develo])- 
ing a great industrial school. 

— 236— 



THE A. M. E. SCHOOLS. 



The Unhersity now owus 130 acres of land, 
valued at |18,()00. The valuation of the build- 
ings is |40,000. 



KITTRELL COLLEGE, 

Located at Kittrell, North Carolina, Avas 
founded in 1886, and incorporated in L*^8T. This 
institution was organized lliiougli tlie efforts of 
Prof. John R. Hawkins, at present Secretary of 
Education of tlie A. M. E. (Iiurch. 

Kittrell College lias grown rapidly and is 
justly regarded as one of tlie best A. M. E. 
schools in the Soutli. 

The school ])ropeity is valued at more than 
180,000, and consists of sixty aci-es of land and 
four buildings. 

The institution lias the following depart- 
ments: College, ^fissionary, Normal, Industrial 
and Musical. It has fourteen instructors and 
214 students. 

Prof. Joseph R. Williams, A.M., is the presi- 
dent. 

—237— 



HISTORY OF EDUCATION. 

ALLEN UNIVERSITY, 

Located at Columbia, South Carolina, was 
founded in 1880. It has four acres of 
ground, four cottages, and one main building of 
fortj-two rooms, and a Girls' Industrial Hall, 
which is said to be one of the finest buildings in 
the State of South Carolina. 

The institution has the following dei)art- 
ments: Theological, Law, Classical, Normal, 
Musical, Intermediate, Graded, and Domestic 
Economj'. 

There are eight officers and teachers, with 
an average attendance of 351 students. The 
value of grounds and buildings is about $35,000. 



PAUL QUINN COLLEGE, 
Located at Waco, Texas, was founded in 
1881. It consists of twenty acres of ^and, twelve 
buildings, with eight instructors, and 223 stu- 
dents. 

It embraces the following departments: The- 
ological, College, Law, Normal, and Musical. 
—238— 



THE A. M. E. SCHOOLS. 



The total value of property is $80,000. Ilex. 
Wm. J. Laws, D.D., is president. 



EDWARD WATERS COLLEGE, 

Located at Jacksonville, Florida, was estab- 
lished in 1888. It has two acres of land, with 
two buildings, five officers and instructors, with 
220 students. 

It has the following departments: College, 
formal. Preparatory, Music, and Industrial. 
The total value of property is |25,000. 

Prof. A. St. George Richardson, B. A., is 
president. 



SHORTER rXITERSITY, 

Located at North Little Rock, Arlians.as, was 
established in 1887, and has two acres of 
ground, two buildings, five officers and teach- 
ers, and an attendance of 220 students. 

It has the following departments: Theolog- 
ical, College, Noiiual, Industrial, and Law. 

—239— 



HISTORY OF EDUCATION. 



The total value of school property is |10,250. 
Rev. A. H. Hill is the president. 



CAMPBELL CX^LLEGE. 

Was established at Jackson, Mississippi, in 
1897. II has one lar.!L>e, handsome two-storv 
and a lialf frann^ bnildino, in which are the 
chapel, the library, the halls of the literary so- 
cieties, the Departments of Law, of Medicine, 
^Insic, Theology, the Industries, and the Col- 
lege of Letters. 

The college owns I,03G acres of land, with 
nine instructors, 120 students, and f 10,500 
worth of school i^roperty. 

Besides the institutions of the A. M. E. 
Church mentioned in this V(dunie there are 
others which are doing si)lendid Avork for this 
denomination in the educational field, such as 
I*ayne University, 8elma, Alabama; Waynian 
Institute, Harrodsburg, Kentucky; Turner Nor- 
mal Institute, Shelby vi He, Tennessee; Flegler 

—240— 



THE A. M. E. SCHOOLS. 

High School, IMarion, South Carolina; Delhi lu- 
stitiite, Delhi, Loiiisiaua; Sissou's High School, 
South McAllister, Indian Territory, and Paroch- 
ial schools in Africa, British Guiana, and the 
Islands of Hayti, San Domingo, Bermuda, and 
Bahama. 

General summary: Number of schools, 25; 
teachers, 160; average attendance of pupils, 
1,695; acreage of land, 1,482; buildings, 51; total 
value of school property, |658,000. 



—241— 



CHAPTER XIY. 



A, M, E. Zion Schools, 



The A. M. E. Zion Church is one of the most 
potent moral, religions and edncational forces 
in this conntry among the colored race. 

This chnrch was organized in New York, in 
1799, and has groAvn so rapidly that it now has 
nine bishops, seventeen general officers, more 
than a half million commnnicants, school prop- 
erty valued at $355,000, and a total valuation 
of property, including schools, churches, parson- 
ages, etc., amounting to |4,8G5,3T2, with five 
connectional institutions of learning., twenty- 
one denominational schools of intermediate 
grade, with its important mission work in 
Africa and British Honduras, 

—242— 



A. M. E. ZION SCHOOLS. 

LIVINGSTON COLLEGE, 

Located at Salisbury, North Carolina, and 
the leading educational institution of this 
church, was established in 1882, mainly through 
the efforts of Bishoi)s Hood and Lomax, and Dr. 
J. C. Price, the leading spirit in the movement. 
Dr. Price traveled extensively in Europe and in 
this country, and Avas instrumental in securing 
large donations, from which Livingston College 
has grown, until it ranks as one of the foremost 
institutions of higher education for our people. 

The early struggles attending the establish- 
ment of this college, with meager beginnings, 
self-sacrifice and hardships, are similar to a 
score of others which have grown into splen- 
didly equipped institutions of learning. 

Huntington Hall, Dodge Hall, Hopkins 
Hall, and Ballard Industrial Hall, are all com- 
modious and well furnished buildings, which 
stand as a living monument to the energy and 
worth of Dr. J. C. Price as a great educator and 
successful financier. 

—243— 



HISTORY OF EDUCATION. 

This institution embraces Collegiate, Theo- 
logical, Normal, Medical, and Industrial de- 
partments. 

There are ten instructors, and 300 students 
in attendance, representing almost every State 
in the Union, as Avell as students from Africa 
and the West Indies. 

Livingston College occupies a site of fifty 
acres, and tlie scliool property is valued at over 
1 100,000. 

Dr. W. II. < roler is the president. 



—244— 



CHAPTER XV. 
C, M. E. Schools, 



The C. M. E. Cliiircli was the outgrowth of 
the Civil War. Two hundred thousand colored 
members separated from the Methodist Episco- 
pal Church South, and in 1866 took steps to 
form a separate and distinct religious oroaniza- 
tion. 

In 1870 the C. M. E. Church was formally or- 
ganized at Jackson, Tennessee, by the election 
of colored bishojjs. 

The church is recognized no^^' as a most po- 
tent force for the elevation of the colored race 
in this country. It has seven bishops, a splen- 
did publishing house at Jackson, Mississippi, 
and much valuable school and church property. 

Among its many schools which are doing 
very much for the intellectual, moral and relig- 

—245— 



HISTORY OF EDUCATION. 

ious training of colored youth may be men- 
tioned Lane Seminary and Paj-ne Institute. 



LANE SEMINARY, 

Located at Jackson, Tennessee. It was 
founded largely through the efforts of Bishop 
Lane. 

The main building, erected at a cost of $15,- 
000, is a fine three-story brick structure, well 
equipped for educational purposes. 

Here are found all the departments usually 
connected with a college, including an indus- 
trial department. 



PAYNE INSTITUTE, 

Located at Augustaj Georgia, is doing very 
much for the higher education of those who 
desire to take a professional course as well as 
affording an opportunity along the lines of in- 
dustrial training to those who show an inclina- 
tion foi' the trades. 

—246— 



C. M. E. SCHOOLS. 

^^Haygood Memorial HalP' the main build- 
ing, was secured through the efforts of Bishop 
Haygood of the M. E. Church South, who, 
while living, was one of the best friends the col- 
ored race ever had in this country. ^^Our 
Brother in Black" and other Avi-itings in the in- 
terest of the colored race have endeared the 
bishop to tliou sands of his fellow men. The 
presidents of Lane Seminary and of Payne In- 
stitute are both white men, who ai'e deeply 
interested in the advancement of the colored 
race. 



-247— 



CHAPTER XVI. 
M, E. Schools, 



There are still (juite a iiunibei' of colored 
coiininiiiicants left in the M. E. Church, and for 
these, the mother churcli, true to her ancient 
traditions as beinjj;' ^'no respecter of persons," 
has not failed to make ample educational pro- 
visions. 

This church has founded and is still main- 
taining many of the best and most noted insti- 
tutions of learninii for coloi-ed youth in this 
country. 

Lack of s])ace ^yill only permit a brief sketch 
of a few of the most important of these. 



CENTRAL TENNESSEE ( Ol.LEdE, 

Located at Nashyille, Tennessee, was tirst 
organized in ISOo by contributions from the 

—248— 



M. E. SCHOOLS. 

Missionary Society of tlie M. E. Church, and 
was chartered by tlie Tennessee Legislature as 
early as 186(1 

Few institutions for our people rank higher 
than ''Old Central," or haye sent out more pro- 
fessional men and women wlio are a credit to 
humanity. 

(Vntral Tennessee College has Collegiate, 
Normal, Theological, Medical and Industrial 
departments. The Meharry Medical Depart- 
ment, organized in 1875, and now a part of this 
institution, is famous for the number of efficient 
graduates in medicine that haye been sent into 
almost eyery state in the Union. 

Kev. John Braden, D.D., one of the best 
friends of the colored race, was for quite a num- 
ber of years the president of this institution. 



• CLARK UNIVERSITY, 
Located at Atlanta, Georgia, was founded 
in 1870 by the Freedman's Aid and Southern 

—249— 



HISTORY OF EDUCATION. 

Education Society of 'the Methodist Episcopal 
Church. 

While Clark University embraces all the de- 
partments usually connected with a university, 
and in no sense undervalues the importance of 
a broad and liberal training to fit one for the 
professions, yet it is probably in its industrial 
training that it excels, and this has probably 
grown to be its most distinctive feature. 

In the Industrial Department of Clark XTni- 
versity students are actually taught the follow- 
ing trades: Carpentry, Wagon-making, Car- 
riage Trimming, TTarness-making, Painting and 
Printing. 

They leave school prepared to enter upon 
trades in any community Avhere they may go. 

Eev. Charles Manley Melden, Ph.D., is presi- 
dent of Clark University, and there is associated 
with him in the Avork, Prof. Wm. H. Crogman, 
A. M,, teacher of Latin and Greek, and author 
of a book which has been widely read, entitled, 

—250— 



M. E. SCHOOLS. 



"The Remarkable Advancement of the Negro 
Race.-' 



CLAFLIN ITNIVER8ITY, 

Located at Orangeburg, South Carolina, was 
organized in 1869 mainly through the generos- 
ity^ of the Hon. Lee Olaflin and family, of Bos- 
ton, Massachusetts. 

This institution owns about 100 acres of 
land, with tw^enty good buildings, and has been 
assisted at various times by the Peabody and 
Slater funds. 

The University embraces Collegiate, College 
Preparatory, Normal, and English courses, be- 
sides having about twenty different industries 
taught. 

There are about twenty teachers, with about 
oOO students in attendance, and with property 
estimated to be worth more than |100,000. 

Rev. L. M. Dunton, A. M., D.D., is president. 



—251— 



HISTORY OF EDUCATION. 

GAMMON THP]()L()(IICAL SEMINARY, 
Located at Atlanta, Georiiia, boasts of be- 
ing the largest theological school for the exclu- 
sive education of colored people in the Unit(Ml 
States. It was built through the eft'orts of Eli- 
jah IT. (laninion, of Maine, a philanthropist, 
Avho endowed this institution with nearly a 
half million dollars. 

This institution is doing a splendid service 
for young men who are preparing for the minis- 
try, not only for the M. E. Church, but for all 
colored denominations that desire to avail them- 
selves of its splendid advantages. 

Kev. Wilbur T. Thirkield, D.I)., is president. 

With the president is associated Dr. J. W. 
E. Bowen, Professor of Church History, and one 
of the best educated as well as one of the best 
known men of our race. 

In addition to the institutions that I have 
mentioned, I shall simply speak of others which 
are doing splendid educational work for the 
colored race, aIz: New Orleans University, at 

—252— 



M. E. SCHOOLS. 

New Orleans; Cookman Institute, at Jackson- 
ville, Florida; Ilust University, at Holly 
Springs, Mississippi; Princess Anne Academy, 
at Princess Anne, Maryland; Wiley Univer- 
sity, Marshall, Texas; Morgan College, at Balti- 
more; Bennett College, Greensboro, North Caro- 
lina; Philander Smith College, Little Kock, Ar- 
kansas; Geo. Tv. Smith College, Sedalia, Mis- 
souri, and others e(iually as meritorious. 



253- 



CHAPTER XVII. 
Baptist Schools. 



The Baptists constitute the largest denomi- 
natiou among the colored rac6 in the United 
States, and while their power is not as well cen- 
tralized as that of Methodist bodies, owing to a 
difference in church polity, yet as individual 
churches and in their connectional associations, 
they have made a splendid showing for the 
moral, religious, and intellectual advancement 
of their follow^ers, as well as for the colored 
race generally. 

There are 2,038,427 members of the Baptist 
church, including all branches, thirty regular 
State conventions, thirty-two auxiliary Wo- 
man's State conventions, 517 associations, 16,- 
440 churches, 16,084 ordained ministers, 13,707 
Sunday schools, 41,527 officers and teachers, 

—254— 



BAPTIST SCHOOLS. 

544,505 pupils, 11,069 meeting houses, with a to- 
tal valuation of church property amounting to 
112,196,130. 

The following are the officers of the Na- 
tional Baptist Association, 1900-1904: 

President, Rev. E. C. Morris, D.D., Helena, 
Arkansas. 

Secretary, W. L. Causler, A. M., Nashville, 
Tennessee. 

Assistant Secretary, Rev. W. W. Gilbert, 
D.D., Columbia, South Carolina. 

Treasurer, Rev. J. H. A. Cyrus, Port Royal, 
Virginia. 

Statistician, Rev. S. W. Bacote,. B. A., Kan- 
sas City, Missouri. 

Auditor, Rev. Robt. Mitchell, A. M., Kansas 
City, Kansas. 

The number of educational institutions, un- 
der the management of both white and colored 
instructors are numerous, of a high order, and 
are widely scattered throughout the United 

—255— 



HISTORY OF EDUCATION. 

States, as well as having important mission and 
edncational Avork in foreign fields. 

For Avant of space, the most important of 
these schools will be mentioned somewhat in de- 
tail, and other meritorions ones simply al- 
luded to. 



KOdEK WTLLIA^rS FNIVEKSTTY, 

At Xasliville, Tennessee, was established in 
18()3 by Key. 1). W. Phillips, D.D., who served 
as its jjresident for several years. 

The location of the institution is upon a site 
near the suburbs of the city, which is both beau- 
tiful and healthful. 

Roger Williams TTniveisity has C'ollegiate, 
Theological, Academic, Normal, English, Musi- 
cal, and Industrial departments. 

There are sixteen instructors, with about 
250 students in attendance. 

The total value of school property is |80,000. 



-256— 



BAPTIST SCHOOLS. 

SPELLMAN SEMINARY, 

Located at Atlanta, Geoi-o-ia, was' organized 
111 1881 in tlie Friendsliip Baptist Oliurcli (coV 
<>ml), of tl.at city, tbrougli tlie efeorts of Miss 
S. B. Packard and Miss Harriet E. Giles, two 
white tead.ers from the North, with less'than 
a dozen piyjils, and has grown nntil it is now 
i-.^Sar.le(l as the best e.,nipped institntion for 
th<. edncation of colored girls in the United 
States. The school site is a magnificent one, 
with splen.li.l bnildings, and an able facultv, 
with a large attendance <,f girls from all parts 
of the country. 

This institntion is one <.f ver,- high grade, 
weil ecjuipped, and admirably managed. 
Miss H. E. Giles is the principal. 



WAYLANI> SEJflNARY, 

Sitnate.1 at Washington, D. C, was founded 
m 1865 by contributions from Northern women 
interested in tlie education of colored youth. 

The main building consists of a fine fou 



r- 

—257— 



HISTORY OP EDUCATION. 

stoiY structure, with accomuiodatioiis for nev- 
enty-five students, with recitation rooms, and 
rooms for tlie faculty. \ 

The institution has Academic, Normal, and 
T'heol ogical departments. 

The total value of the ])ro])erty of Wayland 
Seminary is |80,0()0, witli an endowment of 
$20,000. 

Mvv. O. ]\r. r. Kinii is ])r(^sident. 



KK^llMONI) TIIE()L()(}I(\\L S1:MIXAKV, 

Situaf(Ml at liichmond, \Mi\i;inia, was estab- 
lished by the American Baptist Home Mission 
Society, in 1868. 

This institution was founded mainly for the 
education of ministers, and in this respect it n) 
surpassed by few others in the work it is doin<>; 
along theological lines. 

The faculty of the Richmond Theological, 
Seminary is a very able one, being such earnest 
Christian men and scholars as Prof. J. E. Jones, 
D.D., Prof. G. E. Hovey, A. M., and Prof. T). N. 

—258— 



BAPTIST SCHOOLS. 



Vassal', D.T)., Avitli President Charles H. Corey, 
A. M., I ).!)., as president. 



ATLANTA BAPTIST SEMINARY, 

At Atlanta, Georgia, was organized in 1879, 
under the direction of the American Baptist 
Home Mission Societ3\ 

For years this scliool Ayas known as The Au- 
gusta Institute^ being located at Augusta, Geor- 
gia, and its growth was somewhat slow during 
tlie presidency of Key. Joseph T. Robert, L.L.D., 
but upon his death, Rey. Samuel Grayes, D.D., 
became president, and yigorous measures were 
taken by him to adyance the school more 
rapidly. 

A new site was selected, and in 1889 the 
main building, commodious and well equipped, 
was erected at a cost of $27,000. Rey. Geo. 
Sales is president. 



-259- 



HISTORY OF EDUCATION. 

SHAAV rXIVERSITV, 

Located at Kalei<>li, North Carolina, occn- 
pios a beautiful location, not far from the cen- 
ter of the city. 

Upon the grounds of this institution, consist- 
[n*x of sev(^ral acres, have been erected five larj^e 
brick buildings, others being of wood, which are 
said to afford tlu^ best acccnnniodations of any 
colored school in North Carolina. 

ShaAV University was established in 18(>r), 
tlirough tli(^ (Efforts of Dr. H. M. Tupper, D.l)., 
Avlio began his educational Avoik among the col- 
orcMl race at the close of the Civil War, in a 
cabin ten by twenty fei^t. 

This institution has Normal, Collegiate, Sci- 
entific, Music, and Industrial departments, as 
well as Schools of Pharmacy, LaAV, Medicine, 
and a Missionary Training School, all of which 
are in a flourishing condition. 

Prof. Chas. F. Meserve is president. 



—260- 



BAPTIST SCHOOLS. 

LELAND ITNIVEK81TY, 

Located at New Oi-leans, Louiyiana, was es- 
tablished iu 1870, for the liigher education of 
men and women for Christian citizenship, re- 
,nardless of race or creed. 

This institution was founded through the ef- 
forts of Ilolbrook C'luunberhiin, Esq., of Brook- 
lyn, New York, who, at his death, left to it an 
(uidowment fund of |100,000, the interest of 
which is to pay teachers. 

The University has commodious buildinus, 
well equip])(Hl for educational purposes, and an 
able faculty. 

Dr. EdAvard Cusliini; Mitchell, D.I)., is presi- 
(hmt. 



THE WESTEUN (()LLE(iE, 

Located a I ^lacon, Missouri, was established 
in LS!H) by the Colored Baptists of the State of 
Missouri. 

The site of this school occupies twelve acres 

—261— 



HISTORY OF EDUCATION. 

of land, Avitliiii the city limits of .Macon, which 
cost |4,000. 

There are two bnil(lin<is used for school ])nr- 
poses, but so rapidly has this institution I'rown 
since its openin<; at Macon in 1892, that these 
are Ayholly inadequate for their purposes. 

Students liaye matriculated here from al- 
most all (he States of the (Ventral West. 

l*rof. Enos L. Scruj»\us, I>. 1)., a graduate of 
Lincoln Institute, and one of the most scholarly 
and forceful educators of the colored race, is 
president. 

See biographical sketch elsewhere in this 
yolume. 



VIRGINIA BArTIST SE:\1IXAKV, 
Located at Lynchburg, Virginia, was estab- 
lished by the Virginia Baptist State Conyention 
at Alexandria, in 1887. 

The aim of the institution is to giye a thor- 
ough and practical education to the colored 
youth. 

—262— 



BAPTIST SCHOOLS. 

The school is controlled and snpported by 
the Colored Baptists of Virginia. 

The total value of school property is more 
than 140,000, witli an attendance of about 250 
students. 

The main buikling is a maoniflcent, well 
equipped structure, Avhich stands as a monu- 
ment to the Colored Baptists of Yiri>inia. 

Prof. Gregory W. Hayes, A. M., a graduate of 
OlxM'lin College, is pi-esident. He is assisted by 
an abl(^ faculty. 



STATE T^NIVIIKSITV, 

Located at Louisville^ Kenfucky, was organ- 
ized through the efforts of the Kentucky Col- 
ored Baptists, led by Wm. H. St(^\yard, E. P. 
Marrs, H. C. Maris and others. 

Th(^ school was opened in 1879, with Bey. 
E. P. ]\rarrs as ])rincipal, assisted by his brother, 
IT. C. Marrs. Upon the election of the late Dr. 
Wm. J. Simmons as })resident, the institution 
grew rapidly, and in the meantime had been 

—263— 



HISTORY OF EDUCATION. 

cliartered by the (Jeiierid Assembly of the State 
of Kentncky. 

The Stat(^ l^uiversity enibiaees Theoh)L»ical, 
(\)lle<>e, Normal, (irammar, Art, Music, Sewin<»', 
and Printiiii^ (le])artments. 

Key. (lias. T.. Puree, A. 11, D.I)., is presi- 
dent. 

lie is assist<Ml by a faculty of ei^ht able in- 
stiaictors. 



WATERS XOinrAL INSTITUTE, 

Located ;it Winton, North Carolina, was 
chart(^r(Ml in 18S7, and is doinii, a s]dendid work 
for the cans(^ of hioher and practical education 
under the presidency of Hex. Calvin S. Brown, 
a man of great energy and sterling worth as a 
Christian educator. 

He is assisted by four excellent instructors, 
and the work is done in a main building which 
is of beantifnl architecture. 

— 2G4— 



BAPTIST SCHOOLS. 

SELMA I XIVEKSITV, 

J.ocated at Selma, Alabama, was br«j,uii in 
18TS. T]w institution bciian witli the purchase 
of thirty-six acres of land and a small buildinj>" 
whicli cost 13,000. 

The school has grown until its school prop- 
erty is now valued at |20,000. 

Key. C. S. Deukins is president. 

He is assisted by a faculty of two white and 
eight colored teachers. 

Among other important and tlourishing in- 
stitutions of learning of this denomination may 
be mentioned Bishop College, Marshall, Texas; 
Benedict College, Columbia, South Carolina; 
Hartshorn ]\fcmorial College, Richmond, Vir- 
ginia; The Mather Industrial School, Beaufort, 
South Caridina; Jackson College, Natchez, Mis- 
sissipi)i; Dawes Academy, Berwin, Indian Terri- 
tory; Storer College, Harper's Ferry, Virginia; 
Tlie Bible and Normal Institute, ]\[emphis, Ten- 
nessee; Arkadelphia Academy, Arkadelphia, 
Arkansas; Tlu^ Florida Institute, Live Oak, 
—265— 



HISTORY OF EDUCATION. 

Florida; Walker Baptist Institute, Augusta, 
Georgia; Arkansas Baptist College, Little Bock, 
Arkansas; Hearne Academy, Hearne, Texas; 
Houston AeadeiuY, Houston, Texas; Jeruel 
Academy, Athens, Geoi-gia; Home Institute, 
New Iberia, Louisiana; S})ill(n' Academy, Hamp- 
ton, Virginia, and Florida Baptist Academy, 
Jacksonville, Florida. 



E( KSTEIN XOBTOX IMN EBSITY, 
Located at Cane KSpring, Bullitt County, Ken- 
tucky, was establislied in 1890, through the ef- 
forts of the late Key. Wm. J. Simmons, D.I)., 
and Bey. C. H. Parish, A. M., who is now the 
])resident of the institution. 

This Uniyersity is designed to giye instruc- 
tion along literary, theological and industrial 
lines. 

In the Industrial Department are taught 
carpentiy, blacksmithing, farming, printings 
plain sewing, dressmaking, tailoiing, and cook- 
ing, 

—266— 



BAPTIST SCHOOLS. 

The Business Department includes short- 
hand, typewriting, and bookkeeping. 

The Musical Conservatory is under the di- 
rection of Prof. Hattie A. Gibbs, and this 
branch of the work has rendered the institu- 
tion famous througiiout the countiy. 

Students attend here from nearly twenty 
States in the Union. 

The faculty consists of a corps of able and 
widely known instructors who are graduates 
from the best known institutions of our land. 



—267- 



CHAPTER XVIII. 
Presbyterian Schools. 



The Presbyterian Church, in i)roporti()n to 
its number of colored conmiunicants, lias done 
as much for tlie higher and industrial education 
of tlie Negro race as any other denomination in 
this country. 

Home of these institutions are under tlie con- 
trol of white instructors, Avliile others are man- 
aged (^ither in whole or jiart by colored instruc- 
tors. 

These schools are scattc^red at convenient 
points in States where the colored people are 
most numerous and are doing splendid work in 
the general caus(^ of education. 



LINCOLN UNIVERSITY, 

Locat(Ml in Chester County, Pennsylvania, 
was chartered by the Legislatui^ of Pennsylva- 

—268— 



PRESBYTERIAN SCHOOLS. 

Ilia as early as 1854, for the purpose of giving a 
scientific, classical, and theological education 
to colored male students. 

Many of the ablest theologians, as well as 
teachers, lawyers, and physicians, among the 
colored race, have graduated from this institu- 
tion. 

Probably no other school in the North has 
done as much for the education of colored youth 
as Lincoln Universit}'. 

This institution embraces Normal, Collegi- 
ate, and Theological departments, with com- 
modious buildings Avhich are ample for its edu- 
cational work. 

Eey. I. N. l^andall, D.D., is president. He 
has associated witli him a faculty of very able 
instructors. 



SCOTT A SEMINAPiY, 
Located at Concord, North Carolina, is 
chartered by the Legislature of North Carolina. 
Its aim is to give a thorough Christian educa- 

—269— 



HISTORY OF EDUCATION. 

tion to colored girls, and to advance the interest 
of the Presbyterian Church among the colored 
people of that vicinity. 

Kev. D. J. Satterfield, 1 ).!>., is president. 



BIDDLE FNIYEKkSITY, 

Located at Charlotte, North Carolina, was 
named in honor of the late Henry eT. Biddle of 
Philadelphia, whose widow made to it some lib- 
(^7al contributions. 

It is chartered by the Legislature of tlie 
State, and is under tlie control of the Presby- 
terian Church. 

The object of the institution is to give a lib- 
(^al Christian e<lucation to those colored youth 
who are x)reparing tliemselves to become preach- 
(^rs and teachers, as well as leaders of their race 
in other callings. 

It occupies a site of sixty acres in the su- 
burbs of the city. 

The main building is a large au<l very Ix^aii- 

—270— 



PRESBYTERIAN SCHOOLS. 

tifiil structure, well adapted for its educational 
work. 

The institutiou embraces Collegiate, for- 
mal, Theological, aud Industrial departments, 
and is largely attended by students of the Pres- 
byterian Churcli from all parts of the South. 

Eey. D. J. Sanders, D.I)., is president. 



HAINES XOKMAT. AND INDUSTRIAL IN- 
STITUTE, 

Was established at Augusta, Georgia, in 
1886, through the efforts of ]\Iiss Lucy C. Lane.y. 

The institution was at first almost wholly 
maintained by her personal efforts, but is now 
under control of the Freedman's Board of the 
Northern Presbyterian Church. 

The main building is a handsome four-story 
brick structure, Ayell equipped, affording board- 
ing accommodations for about seyenty girls, 
and class room facilities for about 500 students. 

In addition to the academic training giyen 
industrial training in sewing, laundering, nurs- 
—271— 



HISTORY OF EDUCATION. 

iii^, printing, slioe-niakiniL'', and general liouse- 
ch^aning is also tanglit. 

The departments at Haines Normal and In- 
dnstrial Institnte consists of College, Prepai'a- 
toi'Y, Higher Englisli, (Jrammar ^ehool. Pri- 
mary, and Kindergaiten convses. 

Tlie institntion has an atten<lanee of 450 stn- 
dents. ]Miss Lnev C. lianev, tlie fonnder, and a 
gradnate of Atlanta University, is the princi- 
])al. 

She is assisted by a ('or})s of able instrnetors. 

Other institntions that are under the control 
of tlie Presbyterian diurcli, and tliat are doing 
a sph'ndid woi-k for tlie education of Negro 
yonth may be mentioned, viz: Mary Allen Senii- 
naiy, Crockett, Texas; Mary Holmes Seminary, 
West Point, Mississippi ; Barber Memoi-ial Sem- 
inary, Anniston, Alabama; Brainerd Institnte, 
Chester, South Carolina; Ingleside Seminary, 
Burkville, A^rginia; Swift Afemorial Institute, 
Ivogersville, Tennessee; Monticello Seminary, 
^Monticello, Arkansas; Immanuel Training 

—272— 



PRESBYTERIAN SCHOOF.S. 

School, Aiken, South Carolina; Dayton Acad- 
(^nij, Carthage, North Carolina; Albin Acad- 
emy, Franklinton, North Carolina; Ferguson 
Academy, Abbeville, South Carolina; Harbison 
Institute, Beaufort, South Carolina; Mary Pot- 
ter ^Memorial School, Oxford, North Carolina; 
Cotton Plant Academy, Cotton Plant, Arkan- 
sas; I\ichard Allen Institute, Pine Bluff, Arkan- 
sas. 



—273— 



CHAPTER XIX. 
Episcopal Schools. 



Tlie Episeopalinns have not been behind 
otlier denominations in tlieir eli'orts to aid in 
the moral, rell^iiious and (nlneational j^i-owtli of 
tlie colored raee. 

The schools establislied by them are of sn- 
ix^rior grade and are doing a remarkable uork 
for tlie elevation of their communicants and foi« 
all others who avail themsehes of the advan- 
tages offered by Episcopal educational institu- 
tions. 

For want of space we shall only mention a 
few^ of their schools, Avhicli may be regarded ai^ 
typical of the others. 



ST. PAUL'S SCHOOL, 

Located at Lawrenceville, Virginia, is under 
the general control of the Protestant Episcopal 

—274— 



EPISCOPAL SCHOOLS. 

Cliiircli, and under the immediate supervision 
of Rev. James S. Russell, Archdeacon of the 
Diocese of Southern Virginia. 

In addition to the liberal academic educa- 
tion received here, male students are given in- 
dustrial training in blacksmithing, wheel- 
wrighting, carpentering, printing, shoemaking, 
farming, grist, and saw-milling. The girls are 
taught cutting, fitting, dressmaking, tailoring, 
cooking, Avashing, and ironing. 

Tliere are more than 300 students in attend- 
ance, representing sixteen States in the I^niou. 



COLORED ORPHAN ASYLUM AND INDUS- 
TRIAL s(;hool. 

Located at Lynchburg, Virginia, was chan 
tered by the Legislature of Virginia in 1889, and 
is established for the benefit of colored orphans. 

The institution occupies a farm of 100 acres, 
with one wing of its main building completed, 
giving shelter to between fifty and sixty chil- 
—275— 



HISTORY OF EDUCATION. 

(Iren between the ages of infancy and sixteen. 
A second wing has noAV been erected, wliich 
greatly increases the efficiency of tlie institn- 
tion. 

Sucli scholastic and indnstrial training is 
only atrenipt(Ml as will best ht the pnpils for 
the active duties of life. 

Hex. A. Jaeger, T ).!)., is the general man- 
ager of the institution. 



ST. AI(U STINK'S SCHOOL, 

Located at Kaleigh, North Carolina, was 
organized after the close of the C^vil War by the 
Hev. J. Biinton Smith, D.D., with the hearty co- 
operation of Bishop Atkinson of North Caro- 
lina. 

The money to secure land and to erect build- 
ings was raised by Dr. Smith. 

Collegiate, Normal, and Industrial depart- 
ments are maintained and successfully oper- 
ated. 

—276— 



EPISCOPAL SCHOOLS. 

There are large build iugs for girls and 
young men, two of which were built almost en- 
tirely by the students. 

The school lias an endowment of |34),000, 
and is doing splendid work along the lines 
marked out by its Board of Managers. 

The Episcopal Church has other institutions 
of learning, and also Parochial schools located 
at points in the South, where the colored popu- 
lation is the most numerous. 



■277- 



Home Training 



While all, wlio are at all coiivcMsaiit Avitli ihv 
facts, as presented in this book, nnist admit that 
most commendable progress has been made by 
the descendants of the recenth' emancipated 
slaves, in less tlian fort}- years, especially when 
statistics are given showing that more than 
one-half of the Negro population can write, yet 
the Aveak point, barring defects in common 
school systems, Avhere equal opportunities are 
not afforded to all alike on account of color, is 
found, as is to be expected, in the greater lack 
of proper home training on part of the average 
Negro child, as compared to the average wliite 
child. 

Tlie matter of proper home training is a 
relative rather tlian an absolute one, at any 
rate, and the lack of it is to be found in all prim- 
itive races, regardless of color, struggling to 
reach a higher moral and intellectual plane. 

—278— 



HOME TRAINING. 

It is not strange, then, that a proper lack 
of home traininj; wonhl beset tlie Negro upon 
the very threshold of his intellectual life, and 
prove something- of a barrier to his more rapid 
growth in intellectual and moral pursuits. 
But, as successive generations pass away, and 
others come upon the stag(^ of action, this want 
will be gradually supplied until the Negro 
child can begin his career at the public schools 
npou an eciual footing with the white child. 

Considering the many difficulties encoun- 
tered by Negro parents, and the great sacrifices 
made by them in tln^ir efforts to educate their 
children, the progress made even in their home 
training can not only be regard(Hl as hopeful, 
but also as being truly marvelous. 



-279— 



Address by John H* Jackson 



All address (IcHvcm-cmI to llic Teachers of 
Missouri by John II. Jackson in tht^ Hall of (he 
House of Ileinesentatives at Jefferson City, 
I)eceniber2S, 1900: 

''The pleasant task is mine to bear fraternal 
^^reetings from the association of leachers at 
the court house to you at the capital. 

"Our association is composed largely of the 
(h^sceiidants of ex-slaves, whose ancestors a 
few years ago were members of tribes wander- 
ing aimlessly in the jungles of Africa. 

"Vour ancestors represent generations of 
culture, Avhich is now felt as the most potent 
force in human affairs. 

"Since the battle of Hastings your rac(% 
whether in a battle of bullets or of ballots, has 
l)layed the most im])ortant i)art in the world's 
history. 

—280— 



ADDRESS BY JOHN H. JACKSON. 

''It is peculiarly appropriate, then, that 
greetini^s be borne from the Aveaker to the 
stronger, and that, after the lapse of centuries, 
these races are found in the new world seeking 
to continue the cultivation of friendly relations. 

''While we may derive a sort of grim satis- 
faction in reading Tacitus, to knoAV that even 
your ancestors, the ancient Britons, tattooed 
th(Mr bodices, burroAved in dens and Avore their 
masters' collars around their necks, yet the 
Avorld can never forget the fact that in the elo- 
(|uent Avords of another, in speaking of the an- 
cient Britons, 'P^A^en in their barbarism they 
Avere able to withstand the invincible cohorts 
of Julius Caesar.- 

"That may be considered a strange irony of 
fate Avhi(di induces the dominant race to become 
magnanimous and the other to forget and to 
forgive, yet the feeling that induces such action 
is certainly of divine origin and in harmony 
with the best ethical teaching of our age. 

''What ever others may think, the sensible 

—281— 



HISTORY OF EDUCATION. 

Aiiierioaii Xegio, and especially the colored 
teacher, knows that our civilization to-day rep- 
resents the struggle of the Anglo-Saxon to at- 
tain to what is best both in conc(^ptive and con- 
structive systems of education. 

''While the Anglo- African does not hope to 
dominate this land, yet he thinks he should 
have, as by right of inheritance, the privilege to 
share in all ])ast gloi-ious achievements, and 
be permitted in future to win triumphs, if ])()S- 
sible, in unexplored fields. 

^* While we may admit that there is not 
among us to-day any living Frederick Douglass, 
yet during thirty-five 3^ears of freedom Ave can 
point to a Paul Lawrence Dunbar in poetry, to 
a Charles W. Chestnut in prose, and to one of 
the greatest educational reformers of our times 
in the person of Booker T. Washington. 

'^On account of these achievements we are 
sure that the enlightened judgment of the world 
considers that there are future possibilities for 
the ti'ained and cultured Negro. 

—282— 



ADDRESS BY JOHN H. JACKSON. 

^^lu extending to you fraternal greetings I 
recognize the fact that I am addressing the 
most liberal class of citizens in the state of Mis- 
souri, so far as uij people are concerned; let us 
all trust that we may see in it a glimmering of 
the dawn — a ray of hope — a beginning of that 
higher and better civilization which is fraught 
with wonderful and magnificent possibilities 
for both races. 

'^You are greeted the more lieartily because, 
more than others, you know that the old days 
are gone, and that a new race of colored men 
and women, as it were, is uoav at the bellows 
and throttle Aalve, and that new ideas, gath- 
ered from the school room and from the broader 
fields of exi^erience are destined to supplant 
the old and to dominate the new. 

^^More than others you fully appreciate the 
fact tliat we, as colored teachers, have discov- 
ered that moral ideas must precede religious 
fanaticism, and that the teacher must logically 
be the forerunner of the preacher. 

—283— 



HISTORY OF EDUCATION. 

'Tor, wliilo ilio pious priest is struggling 
with might and main to keep the children out 
of hades, we are trying to keep hades out of the 
children. 

''Tf permitted, however, to indulge in a few 
words of eulogy, a tribute of res])ect would be 
paid to the colored teaclier in language sub- 
stantially as follows: 

''T do not hesitate to affirm that there is 
more of moral wortli, intellectual growth and 
substantial mat(^rial accumulations among col- 
ored teachers tlian can be found in the ranks of 
any other profession of colored people. 

^Mt is the only body among us that has the 
courage of its conyictions to such an extent as 
to be potent enough to relegate moral lepers to 
the rear and to purge itself of the shams and 
parasites that would infest its ranks. 

''It is the only profession among us that pre- 
pares our youth for noble manhood and exalted 
citizenship. 

—284— 



ADDRESS BY JOHN H. JACKSON. 

"It is the only profession among ns tliat puts 
a premium upon brains and stamps ignorance 
as a crime. 

"I can very well say of them in the words 
of another: 'The very act of struggling is in 
itself a species of enjoyment; and every ho[)e 
that crosses the mind, every high resolve, every 
generous sentiment, every lofty aspiration — 
nay, every brave despair — is a gleam of happi- 
ness that flings its illumination upon the dark- 
est destiny.' 

^"Aud after life's fitful fever," if I were asked 
to select a suitable inscription to be placed upon 
marble as the epitaph of a faithful teacher, 
upon it would be inscribed, in imperishable let- 
ters of gold, the expressive words of Dean Mil- 
man: 

'^ ^It little matters at what hour o' the day 
The righteous falls asleep — Death can not come 
To him untimely who has learned to die. 
The less of this brief life the more of heaven; 
The shorter time the longer immortality^' 

—285— 



HISTORY OF EDUCATION. 

"(1) Fraternal greetings are extended to 
yon becanse yon are onr friends and co-labor- 
ers and, therefore, know how to sympathize 
with ns in onr difticnlties. 

'M2) Beeanse yon are content to do the 
work of each day thoronghly in instilling cor- 
rect principles in our youth and to leave the 
solution of unsettled questions to those who 
are to come after you. 

"(3) Because, in common with us, you en- 
courage us to teach the Negro youth of our 
land to look more to his destiny than to his 
origin, to dwell less in the past and to live more 
in the future, to expect infinitely more under 
the stars and stripes than he could possibly 
hope for under African skies. 

^^(4) Because it is believed that you are 
willing to have us encourage the Negro j^onth 
to enter all fields fraught with human e'ffort, 
and thus permit him to be taught that he is, 
in truth, the architect of his own fortune, the 
guiding star of his own destiny. 
—286— 



ADDRESS BY JOHN H. JACKSON. 

''Be assured that, as colored teachers (al- 
thouoh I say it modestly), we are as willing to 
give, if possible, as to receive. 

''We are not unmindful of the fact that like 
us you have your professional trials and diffi- 
culties, and if permitted to make a parody upon 
the beautiful sentiment expressed by the great 
Irish bard, T would say: 

^' 'Come, ye disconsolate, wliere'er you languisli, 
Come, at our pedagogical alter fervently kneel; 
To us bring your wounded iK^arts, tell us your 

anguish; 
Vou have no sorrow we would not heal.' 

''You will find among us at the court house 
many Mark Tapleys, who can extract sunshine 
from shadow and who can see triumph even in 
failure. 

"We belicAe somewhat in the philosophy of 
Paul Lawrence Dunbar, expressed in the poem 
entitled q^\yr the Man Who Fails,' as follows: 

—287— 



HISTORY OF EDUCATION. 

^^ 'The world is a snob, and the man who wins 

Is the chap for its money- s wortli; 
And the hist for snccess causes half of the sins 

That are cursing this brave old earth. 
For it's tine to ,i>o up, and the world's applause 

Is sweet to the mortal ear; 
But the man who fails in a noble cause 

Is a hero that-s no less dear. 

'Tis true enough that the lanrel crown 

Twines but for the victor's brow; 
For many a hero has lain him down 

Witli nauglit but the cypress bough. 
There are gallant men in the losing tight 

And as gallant deeds are done 
As ever graced the captured height 

Or the battle grandly won. 

We sit at life's board with our nerves liigli 
strung 

And we play for the stake of fame, 
And our odes are sung and our banners hung 

For the man who wins the game. 

—288— 



ADDRESS BY JOHN H. JACKSON. 

But T have a song of another kind 

Tliat breathes in these fame-wrought 
gales — 
An ode to tlie noble heart and mind 

Of the gallant man wlio fails! 

The man who is strong to fight his fight, 

And whose will no front can daunt, 
If the truth be tiHith and the right be rights 

Is the man that the ages want. 
Tho' he fail and die in grim defeat, 

Yet he has not fied the strife, 
And the house of earth will seem more SAveet 

For the perfume of his life.' 

"The Greek race whieh, Minerva-like, could 
be said to have sprung from the brain of Jove, 
has done more than all others combined to for- 
mulate those plans which have fructified into 
great educational systems challenging the ad- 
miration of the world. 

"'Yet, as much as has been done in the past, 

—289— 



HISTORY OF EDUCATION. 

we stand to-day at the dawn rather than at 
the sunset of human endeavor. 

^^At the (dose of two thousand years of men- 
tal growth and moral development we are sim- 
ply the advance guard of pigmies to the great 
race of inteHectual giants Avho ar(^ to follow us. 
.'••I thank God that the history of the past 
teaches that there is no aristocracy so great, 
so grand and so glorious as that of the human 
intellect; and that no plutocracy, no pride of 
birth can approach it in that ultimatum which 
decrees, as unnerving as fate, a survival of the 
fittest in all lands. 

^'Permit me to say, in conclusion, that in all 
candor I do not believe the mission of the col- 
ored teacher will end until every idiosyncrasy 
that marks us now as a distinct race, of what- 
ever character, is entirely obliterated, and the 
^Negro is fully prepared to take his place along- 
side his Anglo-Saxon brother in all the walks 
of life without fear of segregation, coloniza- 
tion or utter extinction. 

—290— 



ADDRESS BY JOHN H. JACKSON. 

''Whether the future luis iii store for us sun- 
shiue or sliadow, success or failure, hopes real- 
ized or hopes blighted, the wreath of tlie victor 
or the broken sword of the vanquished, we shall 
go forward bravely to face tlie duties and tlie 
dangers that may confront us." 



:;^;: Educators Among the Negro Face 



BOOKER T. WASHINGTON. 

This distinguished educator was born of 
slave parents in West Virginia. He spent part 
of his early life as a coal miner near Charles- 
ton, West Virginia. He worked his way 
through Hampton Institute, where he was en- 
o'ao;ed for a while as a teacher. His work at 
Tuskegee began in 1881, in a small building, 
which accommodated less than one hundred 
students. To-day the school represents over six- 
teen hundred acres of land, more than forty 
buildings, nearly one hundred teachers, and 
over tAvelve hundred students. 

Tuskegee is considered now to be the largest 
industrial school in existence for colored peo- 
ple. 

There can be no question of the fact but 
that Booker T. Washington is the greatest edu- 
cational reformer now living. He has traveled 
abroad extensively, and has been well received 
in all parts of the civilized world. Money has 

—292— 



EDUCATION AMONG THE NEGRO RACE. 

been given to liiiii b}^ many people who, hitherto, 
never helped the educational work among the 
colored people. Recently, Andrew Carnegie, 
the great philanthropist, has given this insti- 
tution a sufficient endowment fund to make the 
financial success of this famous seat of learn- 
ing forever assured. 

If the Negro race, since freedom, had given 
to tlie world no other educator than Booker T. 
Washington, the vast amount spent in their 
education would have been well expended, and 
the American ]KM)ple share with their ^^brother 
in black'- the story of his life and achievements 
as a common heritage, demonstrating the won- 
derful ])ossibilities of our free institutions. 



W. H. COUXCTLL. 

Prof. W. H. Oouncill was born in Fayette- 
ville, Xorth Carolina, in 1848, and w^as brought 
to Alabama by traders in 1857, having been 
bought at the famous, or rather infamous, 
Eichmond slave pen. 

in 18f)5 he attended school at Stevenson, 

—293— 



HISTORY OF EDUCATION. 

Alabama, Avliicli bad been opened by northern 
fri(^nds for the education of Nej^ro children. 
The school training which he received here for 
three years was practically all that he acquired 
in schools; but he is one of those self-made men, 
who has always been a close student, and one 
who improved every opportunity, both by read- 
ing and contact, to tit himself for future use- 
fulness. By ])rivate instruction and constant 
study he has acquired a splendid knowledge 
of the languages, higher mathematics, and the 
sciences. He read law^ and was admitted to 
the Supieme CcMirt of Alabama in 1883. 

Professor Councill is iU)w president of the 
A. and M. College at Normal, Alabama. This 
school is a state institution, and he has been 
its president since it was first opened. 

It is the next largest industrial school in 
the South. They have about twenty-four build- 
ings, from forty to fifty teachers, nearly four 
hundred students, and several hundred acres of 
land that is cultivated by student labor. In 

—294— 



EDUCATION AIVIONG THE NEGRO RACE. 

addition to the excellent normal training re- 
ceived, several trades are taught to both boys 
and givls, designed to fit them to earn a living 
and to add to the productive industry of the 
Southland. 



E. K. WEIGHT. 

Eichard E. Wright was born at Dalton, 
Georgia, in 1855. He was educated at Atlanta 
T^niversity, and has been one of the most use- 
ful as well as one of the most public-spirited Ne- 
gro educators in the South. He called together 
the li]'st convention of colored teachers in Geor- 
gia, and was ])resident of that organization for 
several years. He founded the Ware High 
School at Augusta, Georgia, which is said to be 
the lirst high school in the state for colored 
youth, and the only one then suppcu'ted by city 
appropriations. 

Mr. Wright has always taken a leading part 
in politics, as well as in educational affairs. In 
our recent war with Spain he was appointed 

—295— 



HISTORY OF EDUCATION. 

by President McKiuley oue of the regular pay- 
masters in the United States army. 

In October, 1891, wlien the Georgia State 
Industrial College was founded, lie Ayas unani- 
mously elected its juesident, and is still hold- 
ing that position. 

Being yet a young man, we predict for the 
subject of tliis sketch a more brilliant educa- 
tional career in the future than he has yet en- 
joyed. 



INMAN E. PAGE. 

Inman E. Page is a graduate of Brown T^ni- 
yersity, and at an early age was elected presi- 
dent of Lincoln Institute, Jefferson City, ^lis- 
souri. These were the days bef()re politics had 
cut such a figure in the affairs of that institu- 
tion, and chiefly on that account, he held the 
position of president for nearly eighteen con- 
secutiye years. 

Professor Page is chiefly noted as an 
educational lobbyist, and in that capacity he 

—290— 



EDUCATION AMONG THE NEGRO RACE. 

secured many of the appropriations by means 
of which Lincoln Institute has grown to be one 
of the best-equipped normal schools in the coun- 
try for colored youth. 



SAMUEL T. MITCHELL. 

Prof. Samuel T. Mitchell was a natiye of 
Ohio and a graduate of Wilberforce Uniyersity. 

A\'ilberforce is the educational center of the 
A. M. E. Church, and, while it is a northern 
school, it has exerted great influence all oyer 
the country. Graduates from this institution, 
as teachers and preachers, are to be found in 
nearly eyery state in the I^nion. 

President Mitchell, who was regarded in 
his day as one of the most scholarly of men, 
succeeded President Lee, and deyoted many 
years of his life in increasing the attendance, 
in securing donations and appropriations, and 
in raising the standard of the institution. He 
has probably done more than any other edu- 
cator to- place this uniyersity upon a firm and 
self-sustaining financial basis. 

—297— 



HISTORY OF EDUCATION. 

PKOF. JOHN M. MAXWELL. 

Prof. John M. Maxwell, a !L>radnate of Wil- 
berforee Uniyersitv, near Xenia, Ohio, deserves 
to rank among the most useful of Xegro educa- 
tors. 

In tlie prime of his young manhood Profes- 
sor Maxwell was railed to Louisville, Kentucky, 
where, for neaily a (luartev of a century, he had 
cliarge of the educational interest of the colored 
people. As principal of the high scliool, and 
tiaining teacher of the city uoimal school, he 
was very successful. But, espcM-ially v^as his 
inliuence felt, in these early times, upon the 
ueneral (Mlucational interest in Kentucky. With 
voice and pen he labored, as did few others, in 
helping to mould that public sentiment in 
Kentucky Avhich, subsequently, secured the 
adoption of a common school system, which is 
as fair and just to the Xegro race as to the 
white race. 

His strong moral influence and intellectual 
attainments have made him, for nearly a gener- 

—298— 



EDUCATION AMONG THE NEGRO RACE. 

ation, an educator of uinisnal iutiiieiice ainoii.i»: 
bis fellows. 

Because of these splendid traits of charac- 
ter possessed bv him, and because he exerted 
these unsellishlT in behalf of his people, the 
Nej^io race in Kentucky owes to Prof. John M. 
^Maxwell a debt of <2,ratitude, for timely words 
spoken and written, and for deeds done in their 
educational interest, at a time when they most 
needed friends. 



PKOF. PETEK H. CLAKK. 

Few Ne!L»ro educators are better known than 
Prof. Peter H. Clark. Eyen as a youth he ex- 
hibited those strono traits of natural ability 
that ha ye been so characteristic of him as a 
man, as a teacher, and as a scholar. 

He attended the high school at Cincinnati 
for four years, and left a record, as a student, 
rarely surpassed by any other for ability and 
scholarship. 

For thirty years Professor Clark was prin- 

—299— 



HISTORY OF EDUCATION. 

€ipal of Gains High School, Cincinnati, Ohio, 
where he trained very many of the best colored 
teachers for public school work in all sections 
of our country. 

A man of remarkable independence of 
thought and action, being- a devotee to no party 
and a lover of no creed, he has not ahvays been 
understood by his people. But no one can 
doubt his sincerity of purpose as a lover of his 
race and a friend of humanity. 

His life and public services will do much to 
help in tlie delicate adjustment of all questions 
affecting tlie two races, in this country, viewed 
from the high plane of intellectual and moral 
Avorth. 



PEOF. WILLIAM T. VEENOX. 

Prof. William T. Vernon was born of slave 
parents near Lebanon, Missouri, and was edu- 
cated at Lincoln Institute, Jefferson City, Mis- 
souri. 

Among the younger class of educators Avho 

—300— 



EDUCATION AMONG THE NEGRO RACE. 

have made splendid records, Professor Yernoii 
deserves^ liigli rank. As acting president of 
Western Uniyersity, Quindaro, Kansas, lie has 
secured such appropriations from the Kansas^ 
Legislature as to be able to place this institu- 
tion upon a reliable and self-sustaining basis. 

In addition to his worth as an educator, 
Professor Vernon is also a yery fluent orator 
and a yersatile writer for the current maga- 
zines. 



3Iiss Lucy ]Moten, principal of the Normal 
Training School of Washington, District of Co- 
lumbia, was born in that city and educated 
there in the public schools. She graduated at 
the Salem (Massachusetts) Nornml School. 

For seyeral years she taught in the public 
schools, and the liigh school of her natiye city, 
and was afterwards called to take charge of 
the Normal Training School of the District of 
Columbia, in which responsible position she has. 
been eminently successftil. 

—301— 



HISTORY OF EDUCATION. 

Miss Moten is a ^Noinaii of great innate re- 
finement of manner, and a teaelier of remarlvu- 
ble force of cliaraeter. Tliese ebaracteristics, 
combined A^itli liei- splendid scholarly attain- 
ments, make lier one of the best trained, as well 
as one of the most nsefnl teachers in this 
conntry. 



Prof. (t. N. (Jrisham, of Kansas City, Mis- 
souri, is a graduate of Brown Uniyersity, Eliode 
Island, and has also receiyed the degree of A. ^I. 
from Roger Williams Uniyersity, Nashyille, 
Tennessee. Xo other Negro educator west of 
the Mississippi riyer has exerted greater influ- 
ence or is better kno\yn to the educational 
world than he. 

For many years he held the chair of mathe- 
nmtics at Lincoln Institute, in which he was 
unusually successful, and left that institution 
to take charge of the higher educational inter- 
ests of the colored people at Kansas City, 
Missouri. 

—302— 



EDUCATION AMONG THE NEGRO RACE. 

He has contributed many educational arti- 
cles of rare merit to the current magazines. 

Polished in his manners to an unusual 
degree, oi-nate in diction, a splendid convc^rsa- 
tionalist, commanding in Ixniring, he never fails 
to impress his personality upon all with whom 
he comes in contact. 

Tlie people of ^Missouri should consider them- 
selves extremely fortunate in having such a 
forceful character, and such an elegant gentle- 
man, to direct the training of their children 
along the lines of higher moral and intellectual 
develox)meut. 



Biographical Sketch of Miss E, Marie Carter 



Miss E. ^larie Carter was born of Creole pa- 
rentage at New Orleans, Louisiana. Her grand- 
mother Avas of Indian descent; her grandfather, 
a brother to Gen. Phili]) Sheridan. Her uncle is 
Mr. ]\[oses Sheridan of (ireensburg, Louisiana, 
who is a very prosi)erous farmer, owning 300,000 



BIOGRAPHICAL SKETCH. 

acres of laud, twenty acres of Avliicli Avere given 
to tlie African Methodist Episcoj^al Clinrcli, on 
Avliich a cliurch is built, known as Sheridan 
Chapel A. M. E. Church. 

Miss Carter is a graduate of New Orleans 
T^niversity. She has traveled extensively and 
has made many friends throughout tlie United 
States and Canada. 

The lleview Department of the African 
Methodist Episcopal Church should consider it- 
self extremely fortunate in having such a force- 
ful cliaracter and such an excellent lady as Miss 
Carter to represent it. 

In addition to her Avortli as a representative 
of one of the general departments of the A. M. 
E. Churcli, ]\fiss Carter is a noted lecturer, a 
pleasing speaker, and ahvays holds her audi- 
ences to the end, having stood before audiences 
of more than six thousand. 

In the addresses of ]\Iiss Carter there is al- 
ways that rich, deep thought, pure diction, and 
cliaste langnage, Avliich places her among the 
leading speakeis of the land. 

-h304— 



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